Simon Sinek (PDFDrive)

MODULE 1
ALL ABOUT ME
TAKING STOCK
LEADING CHANGE 2
MODULE 1
ALL ABOUT ME: TAKING STOCK
Leading Change has been created by The Institute of Continuing

Education at The University of Cambridge for The Queen’s
Young Leaders Programme on behalf of its partners The Royal
Commonwealth Society, Comic Relief and The Queen Elizabeth
Diamond Jubilee Trust.
This work is licensed under the Creative Commons Attribution-

NonCommercial-ShareAlike 4.0 International License. To view a copy of this
license, visit http://creativecommons.org/licenses/by-nc-sa/4.0/.
Leading Change Module 1: All About Me

CONTENTS 3
CONTENTS
WELCOME 4
WEEK 1: BEFORE WE BEGIN 6

Why Are You Here? 8
What Do You Need to Communicate? 8
Emphasising the Right Thing 8
Start With Why 9
Storytelling 10
It’s All About You 10
Creating a Draft Mission Statement 10
HOW IDEAS SPREAD 11
1
The Law of the Few 11
Six Degrees of Separation 16
Take the Donuts 18
2
WEEK2: NATURE OR NURTURE 20
What Makes Us? 22
Nature or Nurture Activities 25
WEEK 3: CONVINCING OTHERS TO FOLLOW YOU 26

The Art of Rhetoric 28
The Three Key Ingredients 29
3
Employing Logos, Ethos and Pathos to Persuade 30
Rhetoric in Action 30
Building Your Credibility 32
MODULE 1 FINAL ASSIGNMENT 34
SUMMARY 35
APPENDICES TO MODULE 1 41
Appendix 1: Ted Talk –How Great Leaders Inspire Action by Simon Sinek 42
Appendix 2: Labours of Love by Richard Sennett 47
Appendix 3: Ted Talk – The Art of Asking by Amanda Palmer 50
Appendix 4: Tedx Talk –What Volunteering Taught Me by Hajira Khan 54
Appendix 5: Tedx Talk – The Violence In Our Thinking by Whitney Iles 56
Appendix 6: Tedx Talk – Child Soldiers And Ebola Fighters by PJ Cole 59
Appendix 7: Reflection Tool 62
WHO’S WHO 63
IMAGE CREDITS 64

4
MODULE 1
WELCOME

MODULE 1:
MODULE 1: WELCOME
WELCOME 5
WELCOME!
Welcome to this, the first module in the Leading Change
course from the University of Cambridge.
In this module you will be asked to reflect on your life:
What made you How do they

the person you Where did compare with your
are today? What are your those come friends and family,
key values from? and the community
and beliefs? in which you live?
Throughout this and the modules to follow we may OVERVIEW

make reference to ‘your project’. This is a catch all
term for whatever it is that you are thinking about
and developing throughout the course. For example WEEK Before we begin
1
this could be your work, an organisation you run or How ideas spread
something you are thinking about launching.
Activity 1: Mission Statement
You’ll produce a number of visual and textual
responses to the module, culminating in an “about Activity 2: Circle of Influence
me” section or page for your website. Remember
to record notes and share your activity work in your
learning space.
WEEK Nature or Nurture
2
The module is broken down in to six sections, which Learnium Discussion
should be studied in order. You can access these
online in the VLE or read about them in the following
pages.
ICONS WEEK Convincing others
3
to follow you
Activity Video Questions FINAL ASSIGNMENT

SUMMARY
…and finally, once you have completed the
module, please send a quick e-mail with your
feedback.
Key info Definition Summary

1
6
Why Are You Here? 8

What Do You Need to Communicate? 8
Emphasising the Right Thing 8
Start With Why 9
Storytelling 10
It’s All About You 10
Creating a Draft Mission Statement 10
HOW IDEAS SPREAD 11
The Law of the Few 11
Six Degrees of Separation 16
Take the Donuts 18
WEEK 1
BEFORE
WE BEGIN

What being a Leader means to me...
Empowering individuals to
realize, exploit and expand
their hidden potential.
Kavindya Thennakoon,
Sri Lanka

WEEK 1
BEFORE WE BEGIN
WHY ARE YOU HERE?
You’re doing this course because you are leading
through the work that you do. VIDEO
At the moment, only you know what that project is - your fellow AVAILABLE
Queen’s Young Leaders probably don’t know anything about it, and
the course tutors don’t know much about it either! You can watch the
video on the VLE or
Chances are that most people you meet everyday are completely read the following pages,
oblivious of what it is you’re doing. But you are probably thinking which contain the same
about it all the time. You know it inside out, and back to front. But you information.
need to tell others about it. That is partly why you’re here.
WHAT DO YOU NEED TO COMMUNICATE?

So what do you think is the most important thing you need to
communicate to other people about your project?
Try to think of an answer before moving on. What do you think is the
most important thing you need to communicate to other people
about your project?
QUESTIONS
EMPHASISING THE RIGHT THING At the end of watching
When we tell other people about our ideas, we tend to focus on: the video or reading the
transcript, see if you can
• What we’re doing
answer the following
• How we’re going to do it questions:
But is that the right emphasis? 1 What is the order of

What, Why and How
Follow this link to watch/listen to the video on the VLE, or you can
that Sinek says most
read the transcript of Simon’s TED Talk in the Appendices at the end
people and companies
of this module.
use to tell their story?
The talk is the third most watched talk on ted.com. The author Simon
2 What does he say is
Sinek explains why certain people inspire others to follow them.
the correct order?
3. Sinek uses a few
examples to illustrate
VIDEO his point: Tivo, Apple,
the Wright Brothers
and Martin Luther King.
Can you think of any
other examples of
compelling brands,
organisations or
individuals that you
could use to make the
same point?

START WITH WHY

What Sinek says is that when it comes to communicating a message
most people (companies, politicians, individuals) start by saying what
they do, or even how they do it. Those tend not to be particularly
inspiring messages.
Instead, he says, we should be very clear about why we are doing
something. And usually that “why” starts with a belief: “I believe that...”
WHY
HOW
WHAT
QUESTION
So, thinking about your
project, what is your
personal belief at the
heart of it?
We’ll be coming back to
that all the way through
this course...

STORYTELLING
Another way of thinking about how we communicate is to think
about stories.
In effect, when you tell somebody else about your plans you are
telling them a story, and all good stories focus on “character”.
To be pulled in to a story we need to be interested in the hero, their
friends, the people or events they are battling, and the struggles they
overcome to succeed. The best stories also involve some kind of
change that takes place in the hero.
Storytelling is the key to getting people interested in you and your
idea.
Check out some of the 2015
QYLs telling their stories on the
IT’S ALL ABOUT YOU QYLP YouTube Channel
This module is about you - you’re the hero of this particular story.
You may think that the people you are helping are the heroes but, for
now, feel comfortable putting yourself at the centre because while
your project may be about other people, this course is about you.
What you’ll be producing

By now you should have the start of a blog or document dedicated
to your work and the work of this course, and will have begun to add
content in an “about me” section that tells others about your story
- who you are, why you’re working on your projects, and a short
biography.
Along the way you’ll be reflecting on how you got to where you are,
who helped you along the way, and the community in which you
grew up.
A note about privacy ACTIVITY

The nature of some of the projects being undertaken as part of The Creating a Draft
Queen’s Young Leaders programme and the personal stories of those
Mission Statement
behind the projects means that you may feel uncomfortable being
too open with others. Take some time to consider
the following questions.
We also recognise that for some people their life story is not a happy
Write your answers in your
one, and so there may be activities here that you do not feel happy
learning space.
taking part in, or which raise difficult questions and topics.
1. Explain your idea in
If you are concerned about any part of the module, or about what
terms of “why”. Why is
you share, get in touch with the Course Director who can advise you
it important? Write it
on the best approach to take.
down and spend some
Learnium is “closed” to the outside world, but can be seen by other time trying to simplify
students and tutors as well as other participants in the programme. the message as much as
You should assume that anything shared here is private and not to be possible.
disclosed elsewhere.
2. Now add the what, and
3. The how
You now have a draft
“mission statement” for your
project. Keep it safe. You’ll
be using it soon, and you’ll
also be rewriting it as the
course progresses.

HOW IDEAS SPREAD

What makes an idea spread? How do you make
something (like your project, a cause, a mission,
a belief) travel from person to person?
In this section we’ll look at some ideas of how ideas catch on.
THE LAW OF THE FEW

Who are the Few?
In his book The Tipping Point: How Little Things Can Make a Big
Difference, the American author Malcolm Gladwell explores the ways
in which ideas spread. Why, for example, did Hush Puppies, a brand of
shoe that for a long time was seen as old fashioned, suddenly become
fashionable among young people around the world?
He talks about something he calls the Law of the Few, examining
research that identifies the key types of people who help ideas spread.
There are three important roles in spreading ideas, says Gladwell, and
he calls them connectors, mavens and salesmen.
Connectors
What makes someone a Connector?
The first, and most obvious, criterion is that Connectors know lots of
people. They are the kind of people who know everyone. All of us know
someone like this, but I don’t think we spend a lot of time thinking
about the importance of this kind of person. I’m not even sure that
most of us really believe that the kind of person who knows everyone
really does knows everyone ... but they do!
There is a simple way to show this. In his book, Gladwell lists around
250 family names, all taken at random from the Manhattan phone book.
Readers are asked to go down the list and give themselves a point every
time they see a surname that is shared by someone they know:
DEFINITION
• The definition of “know” here is very broad: if you sat down next
to that person on a train, you would know their name if they A Connector...
introduced themselves to you, and they would know your name.
a person who knows lots
• Multiple names count: for example, if the name is Johnson, and of people.
you know three Johnsons, you get three points.
Your score on this test should roughly represent how social you are. It’s
a simple way of estimating how many friends and acquaintances you
have.
Gladwell gave this test to at least a dozen groups of people:
• One was a freshman World Civilizations class at City College
in Manhattan. The students were all in their late teens or early
twenties, many of them recent immigrants to American, of middle
and lower income. The average score in that class was 20.96,
meaning that the average person in the class knew 21 people with
the same last names as the people on his list.

• He also gave the test to a group of health educators and

academics at a conference in Princeton New Jersey. This group
was mostly in their 40s and 50s, largely white, highly educated,
many had PhD’s, and were predominantly upper income. Their
average score was 39.
• Then he gave the test to a relatively random sample of his friends
and acquaintances, mostly journalists and professionals in their
late 20s and 30s. The average score was 41.
These results shouldn’t be all that surprising. College students don’t
have as wide a circle of acquaintances as people in their 40s. It makes
sense that between the age of 20 and 40 the number of people you
know should roughly double. And that upper-income professionals
should know more people than lower-income immigrants.
Number of acquaintances
Respondents in their Respondents in their

2Os 4Os
SUMMARY
So...is a Connector simply
In every group there was also quite a range between the highest and someone who knows lots
the lowest-scorers. That makes sense too ... real estate salesmen of people?
know more people than computer hackers. What was surprising, No. A Connector uses
though, was how enormous that range was: their network to connect
• In the college class, the low score was 2, the high score was 95. other people to one
another. For example, they
• In a random sample, the low score was 9, the high score was 118.
meet someone and start
• Even at the conference in Princeton, which was a highly talking to them, find out
homogenous group of people of similar age, education and something interesting,
income-who were all, with a few exceptions, in the same and then do something to
profession-the range was enormous. The lowest score was 16. put that person in touch
The highest score was 108. with somebody else they
know who could help them
• All told, the test was given to about 400 people. Of those, there
pursue an interest, develop
were two dozen or so scores under 20, and eight over 90, and
an idea, or fix a problem.
four more over 100.
Connectors don’t
Gladwell was surprised to find high scorers in every social group he
necessarily know lots of
looked at. The scores of the students at City College were less, on
people well - there’s a limit
average, than adult scores. But even in that group there are people
to the number of people we
whose social circle is four or five times the size of other people’s.
can call “friends” and keep
Sprinkled among every walk of life there are a handful of up with in any meaningful
people with a truly extraordinary knack of making friends and way. Instead Connectors
acquaintances. are walking databases of
names and key information.
...they are Connectors!
They are walking social
networks - like Facebook
but without all the cat
photos and baby videos.

Mavens
“Maven” is a Yiddish word meaning “connoisseur” or “expert”.
You might be an expert in wine, cookery, a particular TV programme, or
a specific genre of music. But what turns you from knowing a lot about
something in to a Maven is your desire to tell others about it. DEFINITION
Now, there’s a big difference between someone who constantly goes
on about their favourite topic and a Maven. The first type tells you all A Maven...
about their hobby whether you’re interested or not. You might react is an expert in, or is
by pretending to be interested, or by trying to get away as quickly and knowledgeable about,
politely as possible. something – and tells
A Maven’s key characteristics are: people about it.
• they only tell you something if they are sure you will find it
interesting. For example, if you’re looking for a new car, a Maven
who knows about cars will pass on information they’ve read
somewhere.
• A Maven doesn’t have to be an expert in the topic, they just have to
have information about it. A Maven is the sort of person who absorbs
information - they read a newspaper quickly and can tell you weeks
later about an article they glanced at. They may not remember the
detail, but they remember the key information and where they saw it,
allowing you to follow up if you need to.
• Mavens rarely try to advise - they are not persuaders. They may
give you information to correct a misconception, but rarely to try to
change your mind.
• Mavens gain pleasure in passing on information that helps other
people.
Salesmen
Salesmen (not a gender-specific term) are persuaders.
They help you identify a need you may not have realised you had, or help
you solve a problem. The term Salesmen refers to the type of job these
people often have, in advertising or marketing for example, or selling
cars or phones. Unlike Mavens and Connectors, Salesmen often get
paid to use their abilities. So a Salesman may try to convince you about
something because they have something to gain from it rather than
because they believe in it themselves. However, that doesn’t mean all DEFINITION
Salesmen lack a sense of ethics - many with this skill stick to things they
A Salesman...
believe in.
persuades others by taking
A good Salesman doesn’t work by wearing you down. A good Salesman
complex ideas and breaking
persuades others by taking complex ideas and breaking them down in to
them down in to simple
simple concepts. For example, buying a car is not easy so while a Maven
concepts.
might give you information to help you decide (things they’ve read about
fuel efficiency, resale value or safety tests) a Salesman tries to identify the
things you value or need in life. So they will steer a father to the car with
1......
lots of room for car seats, shopping and bikes. And they’ll steer a single 2......
young man to the car that will make them look successful and attractive. 3......
Doing it the other way around wouldn’t make sense and the customer
would soon walk away.

THE STICKINESS FACTOR

Salesmen make ideas “sticky”, says Gladwell:
He gives an example of a college in the USA that tried to persuade

students to be immunised against tetanus. They produced leaflets
to inform students about the service, but without much success.
So they produced more leaflets with graphic images and worrying
facts to try to scare people into getting their injections.
In the end the college simply provided a map of how to find the
clinic and its opening times.
The last approach worked because the others over-complicated
something that was very simple: get yourself immunised!
The more complex the argument, the more difficult it was to process.
When you tell someone “if you don’t do this, terrible things will
happen” they tend to go into denial: “That will never happen to me”
or they decide they don’t want to think about it.
But making something simple – “Here’s the clinic and here’s when it’s
open” – makes the idea “sticky”.
So a salesman in advertising or sales takes an idea – “buy an
expensive car” – and makes it simple to understand and easy to act
on: “protect your family and for only £200 a month”.
A Salesman in everyday life sees that you have a need, and points
you in the direction of a solution, explaining why it will help you.
How Connectors, Mavens & Salespeople work together

Firstly, it’s not important that all three types of person work together
to spread an idea. And if you read the descriptions above and thought
“I’m a bit of a Maven and a Salesman” or even “I’m none of those
people” that’s okay - the theory doesn’t mean a person is one type or
another, and it doesn’t mean everyone falls into one of the categories.
You might want to read The Tipping Point for yourself as Gladwell
gives a number of examples of how these people spread ideas, as well
as other theories. Depending on the message or the issue, a different
type of person could be useful at different times. So think about your
project. If you’re just getting it off the ground, perhaps you need
to find a Connector ... someone who will know someone who can
help you with a specific issue like finding funding, or getting medical
or educational advice. The person they connect you to may be a
Maven ... someone who enjoys helping other people by passing on
information.
But maybe your project is at the point where you want other people
to know about it, so you need a Maven who, if they meet someone
they think will be interested, will pass it on.
Or perhaps you’re at a stage where you need to convince other
people that your idea is a good one, in which case you either need
to find a Salesman to work on your behalf, or you need to learn the
tricks of a Salesman and make your idea sticky.

QUIZ
Which one are you?

Let’s try a simple test to see what type of person you might be.
It’s not scientific - just a bit of fun.
1 You hear about a conflict, disaster or virus that is causing

problems in another country. Do you:
1. Read everything you can find about the issue so you can
better understand the problem?
2. Contact your friends or family to tell them or ask them
what is happening?
3. Start raising money or gathering a petition to help
improve the situation and raise awareness?
2 You have a deadline looking for an assignment in school

or college and you’re stuck on the last question. Do you:
1. Search online, knowing that even if you miss the
deadline you’ll at least be better prepared for future?
2. Use Facebook, Twitter or direct communication to ask
friends or family for advice and answers?
3. Persuade your teacher to give you extra time?
3 Someone asks you to lead a local project to convert a

rundown building in to a community centre. What would
you do first?
1. Find out what other organisations exist that could help
you.
2. Ask friends or family for ideas of things you can do.
SUMMARY
3. Contact local businesses to convince them that getting
involved will help their image. There are no right answers
with this, and the quiz is
4 You have just bought a new mobile phone. Do you:

1. Spend a lot of time learning its different functions and
really just for fun.
But it is interesting to think
tricks? about the concept of
mavens, connectors and
2. Tell everyone who follows you on Facebook or Twitter salesmen and think about
how wonderful it is? how you tend to behave.
3. Tell all your friends they should get one even if they The project you’re running
don’t think they need it. may be a result of you
feeling a need to tell other
people about something
WHAT YOUR ANSWERS MEAN... ... or you may want to get
people together to solve
If you chose mainly: 1s - you might be a MAVEN a problem ... or perhaps
you’re trying to persuade
2s - you might be a CONNECTOR
other people to change
3s - you might be a SALESMAN the way they behave. Each
If you chose different answers then you might not be a particular motive suggests the person
“type” or are good at lots of different things. behind the project maybe a
particular type of person.

SIX DEGREES OF SEPARATION EXAMPLE

In this section we’ll look at an interesting social experiment carried
out several years ago in the USA, and what its findings tell us about
how connected the world was even before the Internet. To
The Pope
An interesting experiment
In The Tipping Point, Gladwell tells us about a US research project
where a man tried to get a parcel to a specific person somewhere
else in the country. He didn’t post the parcel; instead he gave it to
someone he thought was most likely to be able to get it to its final
destination by passing it onto someone else. They, in turn, should Catholic friend
pass it on again.
The research question was:
How many people does it take to get the Catholic priest

package to a specific person?
Bishop
Imagine you had a letter that you wanted to get to one of the people
below:
• The Pope
• The President of the United States
Archbisop
• A teacher in Yorkshire, England
• An Imam in a village near Islamabad
• Queen Elizabeth II
• A fisherman in Anse La Ray, St Lucia Cardinal
• The head gardener at the Botanic Gardens in Singapore
Who could you give it to so that it moves one step closer? The
person you give it to should be someone you know:
For example, if you wanted to get a letter hand delivered to The
Pope you might give it to your local Catholic Priest, or a Catholic
friend. If you don’t know any Catholics, or live in an area where there
are Catholics, perhaps you give it to your Rabbi, your Imam, or to a
Jewish or Muslim friend to pass to their Rabbi or Imam. The Pope
That person then passes it on to someone they know who can pass it
on. So if you gave the letter to your local Catholic Priest, they might
pass it to their Bishop, who passes it on to their Archbishop, who
passes it to their Cardinal, who passes it to the Pope. That’s five steps.
If you started by passing it to a Catholic friend first, that’s six steps.
QUESTION
Now try with one of the
other examples:
How many steps does it
take?

The Magic Number

The answer’s in the title of course! The researcher found that the
most number of steps it took to get his package to the other person
was six.
From this developed the “six degrees of separation”. According to
the theory, we are all no more than six steps apart from one another.
You can get a message to a complete stranger in six steps, and you
can contact the most important people in the world in just six steps
too.
Why It’s Important

Why is this important? Because it makes you realise how easy it is
to get in touch with people who can help you. Do you need help
finding finance for your project? You might not know someone who
can help you, but you know someone who knows someone... and so
on.
So let’s say you’re developing a project that helps people grow plants
in arid conditions, and you’d like some advice on what types of plants
work best. You could look it up online or, you could contact the SUMMARY
head gardener at the Botanic Gardens in Singapore or Cambridge, or
anywhere in the world. But the core idea is
important: you basically
Of course, they might be very busy and you might think: know everyone through
your own circle of friends
and family - so never say
you don’t know who to
Why would they help me? speak to about something!
As a participant in The
Queen’s Young Leaders
Programme, you have a bit
One of the key points about “six degrees of separation” is that rather of a head start because you
than cold-calling strangers, you receive some form of introduction. are automatically plugged
Want to ask an expert about something? Ask a mutual acquaintance in to one of the biggest
to connect you. networks in the world: the
Commonwealth!
But you already have a few
useful first connections
- your friends, family and
acquaintances.

TAKE THE DONUTS

In her book The Art of Asking, Amanda Palmer discusses the example of
the author Henry David Thoreau. Thoreau is celebrated as a loner genius
who isolated himself in a cabin by a lake, where he lived a life of self-
reliance, to write his masterpiece, Walden.
Palmer points out (and others have before her):
“Thoreau wrote in painstaking detail about how he chose to remove
himself from society to live “by his own means” in a little 10-foot x
15-foot hand-hewn cabin on the side of a pond.
What he left out of Walden, though, was the fact that the land he
built on was borrowed from his wealthy neighbour; that his pal
Ralph Waldo Emerson had him over for dinner all the time; and that
every Sunday, Thoreau’s mother and sister brought over a basket of
freshly-baked goods for him, including donuts.
The idea of Thoreau gazing thoughtfully over the expanse of
transcendental Walden Pond, a bluebird alighting onto his
threadbare shoe, all the while eating donuts that his mom brought
him just doesn’t jibe with most people’s picture of him of a self-
reliant, noble, marrow-sucking back-to-the-woods folk-hero.”
From this she coins the phrase “take the donuts” - don’t be self-reliant,
make use of the people around you, and the people around those people
who are able to give you a helping hand simply because they can.
Think about the botanist. It isn’t a huge demand to ask someone if
they will pass a message on to somebody else, or introduce you. In the
experiment with the packages, people had to physically carry a package
Taking the donuts
to someone, or pay for it to be posted. Imagine that same experiment is hard for a lot of
conducted via email, Twitter or Facebook... people...
To the artists,
Palmer continues:
creators, scientists,
Taking the donuts is hard for a lot of people.
non-profit-
It’s not the act of taking that’s so difficult, it’s more the fear of what
other people are going to think when they see us slaving away at
runners, librarians,
our manuscript about the pure transcendence of nature and the strange-thinkers,
importance of self-reliance and simplicity, while munching on start-uppers and
someone else’s donut.
inventors, to all
Maybe it comes back to that same old issue: we just can’t see what
we do as important enough to merit the help, the love. people everywhere
Try to picture getting angry at Einstein devouring a donut brought to
who are afraid to
him by his assistant, while he sat slaving on the Theory of Relativity. accept the help, in
Try to picture getting angry at Florence Nightingale for snacking on whatever form it’s
a donut while taking a break from tirelessly helping the sick.
appearing:
To the artists, creators, scientists, non-profit-runners, librarians,
strange-thinkers, start-uppers and inventors, to all people Please, take the
everywhere who are afraid to accept the help, in whatever form it’s
appearing:
donuts!
Please, take the donuts!

ACTIVITY
Your Circle of Influence
Who are the people who made you who you are?
Write a list of the most important people in your life who have had an
influence on who you are today.
Add a few lines about them:
What were/are they like?
How did they affect you?
Did you influence them in turn?
1. Draw a circle with you in the centre.

2. Add a few spokes with your current friends and associates.
3. Add in any connections they have that are important to you
(for example, your best friend may know a local politician).
QUESTIONS
This is your Circle of Influence and you will come back to it as the
1. Describe the different
course progresses.
qualities of Connectors,
Mavens and Salesmen.
2. Try to identify times
recently where you have
acted in one of these
roles, or encountered
someone who has been
one with you.
3. Thinking about your
project and what stage
you’re at, are you most
in need of a Connector,
a Maven, or a Salesman?
How do you think they
can help you?
4. Remind yourself
FURTHER READING about the idea of “the
stickiness factor” in the
If you are interested in learning more about
section on Salesmen.
the Circle of Influence have a look at Steven
How could you describe
Covey’s world best-selling book.
your project, or what
It’s now available online (with free tools): The it offers, in a way that
Seven Habits of Highly Effective People. makes it easy to use or
understand?

2
20
What Makes Us? 22

Nature or Nurture Activities 25
WEEK 2
NATURE OR
NURTURE

WEEK 2: NATURE OR NURTURE 21
What Leadership means to me...
Being a good leader, being an

inspiration to others, leading
by example, being ethical
and standing up for what you
believe in no matter.
Erna Rasmussen-Takazawa,
Samoa

WEEK 2
NATURE OR NURTURE
WELCOME TO WEEK 2
This week is rather different from
Week 1 in that it mainly consists of VIDEO
some activities for you to do. AVAILABLE
The online video lasts about 10 minutes but it is not essential for you
to watch it before you carry out the activities. The following pages You can watch the video
contain the transcript of the video as an alternative. on the website or read
the following pages,
The video or the text (whichever you choose) doesn’t “teach” you which contain the same
anything - they set a context by putting forward a theory about how information.
we become the people we are.
WHAT MAKES US?

Are you the person you are because of things you inherited from
your parents, or because of the place you grew up?
Are you shaped by your genes, or by your environment?
In this section we’ll take a look at the people and places that helped
you become the person you are today.
QUESTION
Spot the famous
person
WHY Look at this picture of a
am I the person famous person as a child
that I am? with his grandfather.
Remember we started this module with the question “Why Am I

Here?” This week we are asking “Why Am I the Person I Am?”
Now, I understand that questions like this are delving in to all sorts of
philosophical and religious territories so apologies if I tread on your Can you tell who the
own personal beliefs - that’s not the intention. I think the explanation child is based on his
I present here sits very comfortably with all beliefs. grandfather’s features?

Are Our Abilities Inherited? ANSWER

Well done if you said the image was of a young Barack Obama.
We tend to share features with our parents or siblings, like a nose or
ears, eyes or hair. These are a result of genetics.
Many people believe the things we are good at are like the way we
look - that they too are inherited.
Many professional musicians, actors or artists have relatives who
were also similarly talented. Beethoven and Mozart both came from
musical families, for example. But is this evidence of talent and skill
being passed on through our genes?
There is a long history of children going in to their mother’s or father’s
line of work: doctors, teachers, miners, police, soldiers. Barack Obama
That seems to suggest a genetic link - doesn’t it..?
AN ALTERNATIVE EXPLANATION
So how do you explain Michelangelo or Leonardo Da Vinci?
Michelangelo’s father was a banker and then a civil servant, and Da
Vinci’s was a legal notary. Both these children were apprenticed to
artists so were trained, rather than born, as artists.
Usain Bolt’s parents ran a grocery store – but Bolt grew up playing
cricket and football, and was (as many young boys are) obsessed with
sport.
Hilary Clinton is the daughter of a textile merchant who, while quite Beethoven and Mozart
conservative in his views, supported his daughter’s ambition to pursue
an independent career. Her life story indicates she was strongly
influenced by her Methodist upbringing and her mother’s belief in
social justice.
Emma Watson is the daughter of lawyers but developed an early
interest in acting and was supported by her parents in attending a
part-time drama school. Her success in acting has opened up lots
of other opportunities but it is interesting that she took a break from
acting to take a degree in the USA, and is now a UN ambassador for
women’s rights. Usain Bolt
What about Isaac Newton or Stephen Hawking? Newton came from

a family of farmers but had an uncle who was able to recommend
him for study at the University of Cambridge. Hawking’s parents were
Oxford graduates and his father was a medical researcher.
In that list, only Stephen Hawking seems to have ended up doing
something similar to his parents - he’s a scientist. But Hawking is
also an example of something we know well: if your parents went
to university, you are more likely to go to university too. You’re also
more likely to grow up with lots of books around you, and hearing Emma Watson
conversations about things like politics or science.
The Importance of Practice

Michelangelo and Da Vinci were trained to be artists - they may have
brought something special to the job that made them “better” than
the many other apprentices they trained with, but they weren’t artists
because of any inheritance, and they wouldn’t have been the artists
they became without the practice they put in. No one knows, but
it’s quite likely that Leonardo Da Vinci’s first painting was as good as

yours, and Mozart’s first attempts at playing the piano would have
been less than harmonious.
But talent, according to some, is nothing without training or, more
specifically, practice.
The author Richard Sennett says in his book The Craftsman, that
successful writers, composers, artists and even basketball players
become successful because they devote 10,000 hours (at least
three hours a day for ten years) to practice. No amount of talent will
overcome a lack of practice, but practice can overcome a lack of
talent.
There’s an article by Sennett included in the Appendices to this
Module.
Our Environment and Its Impact On Us

Although there is still a lot of debate about whether skills and talents
are passed down from generation to generation, it’s generally
accepted that we are both the product of our environment, or the
way we were brought up, AND the product of our genes.
So, it’s nature AND nurture.
Why is this important?

This module is about you... and if you agree that you’re the product
of your environment, then to understand yourself you need to take a
look at your environment.
And by that I don’t so much mean the countryside, or the town, but
the people in it.
I’m aware that for a lot of you, your project is the result of you trying
to fix something that’s wrong with where you live. But what about the
positive elements?
In particular, the crowd of people that make up your community -
your town or village, your school or neighbourhood, or your circle
of friends. Those people and their attitudes towards you, towards
everything, affect you.
We learnt earlier in this module that Newton got in to Cambridge
because of his uncle; that Mozart and Beethoven were encouraged
QUESTION
in their music by family tradition. (Interestingly, that encouragement
wasn’t all good - they both ended up having a difficult relationship
with their fathers. Sometimes “encouragement” might be more pushy
than supportive!)
Barack Obama praises his upbringing in nurturing a desire to help
others, which led him to study law, then teach, then enter politics.
Hilary Clinton grew up fairly conservative but was influenced by her
mother’s belief in social justice.
So who encouraged you?
A friend?
A particular teacher? A neighbour?
Try to identify someone who
has given you practical help,
That encouragement could be explicit, or it could be more subtle. but who has, in some way,
For example, perhaps they inspired you by their approach to life, or nurtured you. Whether they
their quiet faith in you. know it or not.

ACTIVITIES MAKE THIS ACTIVITY

YOUR OWN!
Nature or Nurture
The following are some suggested exercises. There’s a choice: you Please feel free to adapt
might only want to focus on one, and that’s fine. It’s quality not these ideas to suit your
quantity that counts. needs.
Remember the theme of this module: All About Me - that’s you! The aim is for you to reflect
on how other people, often
The aim of the activities is to make you think about what or who beyond your immediate
helped shape you to be the person you are. circle of friends, have had
an effect on you.
We hope you enjoy the
Interviews activities - they’re meant to
Interview some key people from your life. Record the interview(s) be fun to do, rewarding, and
using video or audio, or just write them up as text. Don’t use stimulating. But sometimes
a questionnaire, instead write down some topics and have a asking questions like this
conversation. Make it about them, but get around to asking them can be difficult if the events
how they think they may have influenced you - or you tell them that shaped you are not
how you think they have, and see what their reaction is. happy ones.
So please don’t do anything
you’d rather not do.
Pen Portraits We also suggest doing
Identify key figures in your community: create “pen portraits” of this activity with a friend
them. This is different from interviews because it is telling their or family member if you
story in your words, rather than theirs. Look at the stories on the can, as they may help you
course website for inspiration. You can illustrate the pen portraits interpret what you find out,
with photos or video if you want. or ask useful questions that
you hadn’t thought about.
A tour of your Community

Create a visual or audio tour of your community. Show us the
people and places that make your community the place it is, and
that have shaped you. It might include your school, or the place
where everybody meets. It might be a place you yourself don’t go,
but others do. And of course, it might be a negative influence!
Use still images, or video, or do it using sound only - try to paint a
picture with sound, like a radio programme or podcast. You could
go on a tour with a friend or relative and have a conversation
rather than just going round on your own. Try to imagine the
other Queen’s Young Leaders as the audience. Tell them about
your community.
DISCUSSION
A Family Tree Once you’ve completed
week 2...
Create a family tree. Talk to people in your family about other
members of the family. Get your parents to talk about their Come on Learnium and
parents and grandparents. Try to add interesting details about share your thoughts on
people - what were they like? What did they do? Did their the nature or nurture
approach to life influence the next generation? Are you like your topic and whether you
grandfather or grandmother, for example? You don’t have to do found out anything
this like a traditional family tree - it could be a series of short video surprising whilst doing
interviews, or audio. your activities.

3
26
The Art of Rhetoric 25

The Three Key Ingredients 26
Employing Ethos, Logos & Pathos to Persuade 27
Rhetoric in Action 27
Building Your Credibility 29
WEEK 3
CONVINCING
OTHERS TO
FOLLOW YOU
What Leadership means to me...
Listening and active

participation as well as
helping other believe in
themselves.
Joannes Paulus,
Cameroon

WEEK 3
CONVINCING OTHERS TO FOLLOW YOU
WELCOME TO WEEK 3
In this section we’ll look at how

you can present a convincing VIDEO
AVAILABLE
argument to others.
There’s a video on the
This week’s activity is to do lots of thinking and writing on post-it website – an alternative
notes. You’ll need post-its or index cards, and a wall... to reading the content of
the next few pages.
In the video I send you off to watch two other videos, and links are on
the text/video and on the appropriate pages.
Or you can read the transcripts in the appendices.
THE ART OF RHETORIC

You may have heard the word “rhetoric” used before. It’s often
employed in a negative way: a politician will be accused of rhetoric if
someone disagrees with what they are saying, or thinks it isn’t backed
up by evidence.
But the correct meaning of the word is generally more positive.
Rhetoric is the art of using language in a way that informs or
persuades.
You may have heard some persuasive speakers, or read books DEFINITION
or articles that have made you reconsider your opinion about
something, or deepened your support for a particular cause. Rhetoric...
Understanding the things that make something persuasive is a good is the art of using language
way of thinking about the way you talk or write about the things that in a way that informs or
are important to you. persuades.

THE THREE KEY INGREDIENTS

The Greek philosopher Aristotle wrote a famous treatise on rhetoric
nearly 2,300 years ago. Today, its still recognised as the most
important document on the subject.
Aristotle identified three key ingredients for effective rhetoric:
1. Ethos - the credibility of the speaker or writer
2. Logos - the intellectual credibility of the argument
3. Pathos - the emotional power of the speaking or writing.
ETHOS LOGOS PATHOS
Ethos - Appeal to Character

Ethos gives us the English word “ethical” and in
rhetoric it means “credibility”.
If the person who is talking to us clearly knows
what they are talking about, they have credibility
and we are more likely to be swayed by them.
Credibility can come from a number of sources:
you can be an expert in something because you
have studied it for a long time, or because you
have lived it.
Logos - Appeal to Reason

Logos means “word” in ancient Greek and it’s
where we get the English word “logic”. We
tend to be persuaded by logical arguments,
particularly when supported by data and facts
(especially if we can understand them). A surgeon might be an
expert in what makes
the heart work, but only
someone who has had a
Pathos - Appeal to Emotion heart attack can tell you
Pathos, like ethos, is a word that exists today what it feels like. Both have
in the English language. The Oxford English credibility in their subject.
Dictionary provides various definitions involving
words like sadness, sympathy, pity and empathy.
In rhetorical terms, pathos relates to emotion.
Someone with pathos can convey emotion,
whether it be joy, anger, frustration or sadness.

EMPLOYING LOGOS, ETHOS AND PATHOS

TO PERSUADE
You might think the key to a persuasive presentation is to employ a lot
of facts and figures. But on their own, these mean little to people.
Numbers are difficult to grasp when divorced from their context;
we’re more likely to donate money towards disaster relief by hearing
the story of a single survivor than by being told how many thousands
of people were suffering. And if that story were told by someone who
had witnessed or experienced the disaster first hand, then it would be
even more persuasive.
If you watch a good presenter, chances are they employ all three
of these aspects. They give you facts and evidence, they exude
credibility, and they connect it all together with emotions. The way
they do this is through stories.
So if you want to persuade someone to support your project you
need to do three things: you need some evidence (facts, numbers,
quotations), you need credibility (what makes you an expert?), and
you need a story either about someone else or about yourself.
EVIDENCE CREDIBILITY A STORY
RHETORIC IN ACTION
To get a good idea of how these three ingredients work, take a look at QUESTIONS
the examples below.
If you can, watch the talk by
Amanda Palmer and make
Amanda Palmer notes on the following
This is another TED Talk by the singer/songwriter Amanda Palmer points:
(who we referred to in “How Ideas Spread”). The talk is called The Art 1. How credible is Amanda?
of Asking and in it Amanda explores the subject of asking strangers to What right does she
help you, and faith in the generosity and support of others. have to be talking about
asking people for help?
VIDEO 2. What evidence does
Amanda have to back up
her argument? Or is it all
just her opinion?
3. How does her speech
make you feel? Does it
leave you untouched?
Sad? Angry? Amused?
Anything else? If it does
leave an emotional
If you can’t watch the talk, the transcript will give you a good idea mark on you, does this
about what we are talking about too…it’s pretty moving, heart- work for or against her
warming, and inspirational argument?

QYLP x TED
Change to - Now choose one of the following Ted Talks and answer
the questions to the right. Alternatively, if watching/listening to the
video is difficult, read the transcript in the appendices of this modul.
Alternatively, if watching/listening to the video is difficult, read the
REMEMBER
transcript in the appendices Appendices of this module.
We’ve featured Hajira on the course website - take a look! The speakers are
someone just like you, a
TEDx Talk by Hajira Khan, one of the Queen’s Young Leader’s young person from the
advisory board in 2015 (for this year’s board, check out this blog). Commonwealth who
identified a problem and
decided to do something
VIDEO about it.
These people are not a
performers like Amanda
Palmer, so may not have
been used to appearing in
front of a large crowd, but
their talks are still inspiring.
TEDx Talk by Whitney Iles, one of our Queen’s Young Leaders in

2015. Read the transcript the Appendices of this module
VIDEO
QUESTIONS
Watch (or read) one of
the talks now and once
again answer the following
questions:
1. How credible is the
speaker? Do they
have any experience
of the problem she
TEDx Talk by PJ Cole, one of our Queen’s Young Leaders Award encountered? In what
Winners in 2015. Read the transcript in the Appendices of this module way?
2. What evidence do they
VIDEO use?
3. Does their talk affect
you emotionally? Does
that help or hinder their
case?
ADDITIONAL
CONTENT
A number of last year’s
QYLs have presented
During your time as a Queen’s Young Leader it’s likely you will have inspiring TED talks.
the opportunity to share your story in a talk or interview.
Check them out here.
We will be looking at public speaking in more depth later in the year.

BUILDING YOUR CREDIBILITY

I’m going to walk you through a process now to help you build a story
that uses the rhetorical principles I described earlier. In Weeks 1 and 2,
if you did the activities, you started gathering some of this.
We’re going to establish your credibility, provide some evidence (you
probably have lots of this already), and try to add some emotion.
As you go through each section, jot down notes - just bullet points
for now. I want you to spend the whole week thinking about each of
these aspects.
We’re coming full circle now. Remember how we started off talking
about how the key to getting people interested in you or your idea
was to tell a story? And that an important aspect of that was having a
“hero”, a central character the readers or listeners could support?
This is the ethos described earlier. It is the credibility that helps
people say “this young man or woman knows what they are talking
about”.
So now comes the time to bring together everything that you’ve

done over this module...
Is your story unique?

Does it happen a lot?
To how many people?

How often?
This is where you provide the facts to underpin your story. Where you
can, you need to provide references - so make a note of where you Establish your credibility
got the information from and make sure the references are, in turn,
credible. For example, instead of quoting a blog, find out where the
blogger got their data from and visit the source yourself to make sure
you’re using it correctly.
Chances are, the emotion is already in your story - you shouldn’t
need to create it. But sometimes a story can be very dry, or be
about something that your audience can’t connect with. For
example, they may never have experienced famine. But they have
experienced hunger. They’re not the same thing at all, but you could
Use your evidence
say “remember the last time you skipped a meal and you had to
go through the day feeling hungry. Remember how you felt? How
difficult it was to concentrate. How the hunger gnawed at you. Now
imagine that ten times worse. And every single day. That’s not even
close to how real hunger feels...”
Adding emotion like this isn’t cynical or exploitative. You may feel
uncomfortable with it, and say something like “the data should tell the
story”. But data doesn’t get followers and supporters. When was the
last time you read a novel or watched a movie that was simply a list of
facts and figures? Add emotion, if you need to

ACTIVITIES
Jot down your ideas
You might be able to guess where this module is heading but,
for now, I would like you simply to sit back and jot down ideas in
response to the points I made and questions I asked in this week’s
content. Apply each of them to you as the hero, your story through
the lens of logos, ethos and pathos.
I advise you to start being as visual as you can with your notes. What I
mean is, get them out of your head or your notebook and onto a wall.
Create a mind map, or write thoughts on post-it notes or index cards,
then put them somewhere you will constantly see them. Move them
around, rewrite them.
And if you can - and this is a really useful tip - invite a friend, family
member, or even a stranger, to look at them as you explain what
you’re doing. Ask them to ask you questions. And use their questions
If you want to record your
to revise your notes.
post-its in a more dynamic
And share in your learning journey – invite colleagues or QYL way than a plain photo, try
classmates to feedback. Share your thoughts and questions. The the post-it app or other
more people you get feedback from, the better your story will be. similar apps available.
RECOMMENDED READING
Resonate by Nancy Duarte
This is a great book about using story
structures to craft your message. I strongly
recommend it.
Talk Like TED by Carmine Gallo

A very interesting book that takes apart some
of the best TED Talks and works out why they
are so successful. Includes more on rhetoric.
The Mind Map Book by Tony Buzan

A useful primer on how to create really
effective mind maps for visual thinking. I’ve
used this with students for years and those
who get in to it swear by it.

34
MODULE 1
FINAL
ASSIGNMENT

MODULE 1: FINAL ASSIGNMENT 35
MODULE 1 HOW TO
FINAL ASSIGNMENT SUBMIT
On completion of your
We’ve given you a choice of two assignment please email
with a link to the work e.g.
activities that will bring everything your blog or Googledoc
or include the work in the
from Weeks 1 - 3 together. email.
Along with your
Choose the activity that you think will be most useful to you. assignment please include
Of course, if you have time you can try more than one. your quick module
In addition to the two options we hope that you will try the feedback summary.
recommended self-reflection activity.
1
OPTION 1:
AN “ABOUT ME” PAGE ON YOUR WEBSITE
If you have a website, blog or online document – create an
“About Me” page or introduction.
Your “About Me” page should start off by telling people why you’re
doing what you’re doing. It should then explain clearly what it is you
are doing, and how you will do it.
Why? What? How?
Make sure you consider the three ingredients of rhetoric that we

discussed last week:
• Are you demonstrating your authenticity?
• Are you conveying the emotion (and remember - even if your WHEN
project relates to something sad or unfortunate, there may be a YOU’RE READY
positive way of describing it)?
When you’ve created your
• And what evidence are you using to back up your story? page, ask friends or family
Make sure it is clear, and that you link to your source. for feedback.
Can you add a short video message from you, or from someone in Then post your work or a
your project? Remember, this page is “About Me”! link to it on Learnium and
ask for comments.
Make sure you give some
feedback to a few of your
fellow QYLs too!

2
OPTION 2:
A PRESENTATION
Create a short (five minute) presentation about yourself.
Follow the same formula as for Option 1 above, but pay attention to
how you present your story. There must be no bullet points!
Try to avoid text except for a few words. Use pictures where you
can. Last week I recommended a few books on presentations so
you might want to look at some of them if you can.
You might want to consider:
1. Apple Keynote or Powerpoint (which you may have on your
computer, but it’s also available free online at icloud.com and
works on Mac and Windows through your browser.
2. Google Slides which is also free. Using this means you can link WHEN
it easily with your google doc if that’s what you’re using for your
YOU’RE READY
learning space.
Record yourself giving your presentation if you can, or post it to Ask friends or family to
your learning journey or Slideshare.net along with notes of what comment, and then share
you would say. your work or a link to it
on Learnium and ask for
comments.
Make sure you give some
feedback to a few of your
fellow QYLs too!
Whichever option you have chosen we hope that you will

also go on to try the recommended self-reflection activity.

RECOMMENDED ACTIVITY:
SELF-REFLECTION TOOL
This is a more personal approach to self-reflection and you
may like to do this after the previous options. This tool is from
the Service Innovation Handbook by Lucy Kimbell.
ISSUES &
CHALLENGES
What bothers
me is...
mo
t n
re c
rge
MY MY APPROACH
dive
om
ACCOUNTABILITIES WHEN STARTING

mit
I feel accountable SOMETHING NEW

ed
to... Because... I usually...

less
t
gen
com
ver
mit
bro
con
ad ny
ma
ed
nar
row few
MY VISIONS MY CAPACITIES
& VALUES
MY INTENT & RESOURCES
The future I want is... I want to achieve... I can easily...
Because... Because... I can’t easily...
ual few
ivid
ind
tive ma
lec ny
col
s
few
iou
anx
MY BELIEFS I HAVE STRONG

ABOUT CHANGE TIES WITH...
Change happens People, places &
ma
because organisations
ited
ny
exc
I HAVE
WEAK TIES WITH
People, places and
organisations
The tool gets you to identify the attitudes, values and You should do this on your own - it should be a
abilities that shape and define you. You’ve done a lot personal response to the questions.
of the thinking for this already, but this is a way of
You don’t have to share this with anyone, unless
“mapping” it.
you think it would help to do so. What’s important is
You’ll also add in some of the ways in which you are thinking about the issues and asking yourself where
accountable to others, and think of the networks you stand in relation to each one. There are no right
you are part of - which we touched on earlier in the or wrong answers here - but you may identify areas
module. where you would like to make changes.

How it works
Copy the template which we have provided in Appendix 5 on to a
large sheet of paper - as large as you can. Don’t try to be perfect;
this can be as messy as you want. You can see examples in the free
downloadable pdf of Chapter 1 of Lucy’s book.
Pick one of the boxes and start to fill in the details. Next to each box
you’ll see an axis with two extremes, e.g. “anxious” and “excited” next
to the box about change. Think where you are on that axis - you
may be very excited about change, or you maybe somewhere in the
middle. Mark a point on the axis somewhere between the two ends.
You can work your way round the chart in any order, and feel free to
take your time.
When you’ve finished, join up the marks you made on the different
axes to create your “shape”. At the end of the course you might want The Service Innovation
to do this exercise again and see what’s changed. Handbook, by Lucy Kimbell
The instructions for each box, shown below are all taken from Lucy
Kimbell’s book.
ISSUES AND CHALLENGES STRONG TIES

Think about the issues you’re currently working on. Considering your strong ties with other people and
If they’ve recently come to your attention, why now? organisations in your personal, professional and
If you’ve been working on the same issues for some community contexts, what makes them strong?
time, what keeps you working on them?
MY CAPACITIES AND RESOURCES
MY ACCOUNTABILITIES Reflect on your current skills, knowledge,
Looking at your personal, professional and community understanding, emotional resources, social capital
activities, to whom or what do you make yourself and financial resources in personal, professional and
accountable? What does this look like in practice? community contexts.
MY VISION AND VALUES MY APPROACH WHEN STARTING SOMETHING NEW

What futures do you want to help bring into being? How able and willing are you to try new ways of
How are your visions for the future shaped by your doing things? How often do you involve different
values and commitments of people you are working approaches and people in a new project?
with, among or for? Are your vision and values mostly Divergent thinkers like to look for lots of possibilities.
shared with others? To what extent are they driven by Convergent thinkers like to look for an answer.
your personal experiences?
MY INTENTION
MY BELIEFS ABOUT CHANGE What are you trying to achieve and why does it matter
How do you feel and think about future possibilities to you?
and challenges? How do you experience change?
REFLECTION
WEAK TIES Consider if you always approach things the same way.
Thinking about your weaker connections with other How have your ways of working and learning shaped
people and organisations in personal, professional and previous projects? Do your habits lead you to acting
community contexts, what makes them meaningful to in particular ways? What matters to the people with
you? whom you have strong and weak ties and to whom
you hold yourself accountable?

39
MODULE 1
SUMMARY

MODULE 1: SUMMARY 40
SUMMARY
In this module we’ve covered a lot of ground.
SHARING
1
Another thing we have
WHY: We started by asking you to express your project in been asking you to do is
terms of its “why”, and use this to create a concise “mission to share.
statement”.
You are one of a broad but
2 BUILDING YOUR OWN IMAGE: We asked you to build up select group of people who
your own self-portrait incorporating a sense of context - have been chosen to study
the people and the places that made you the person you this course.
are today. Even though you are spread
3
geographically, you are
HOW IDEAS SPREAD: Following this we talked about connected through shared
the types of people who help an idea spread - mavens, aims and ambitions. The
connectors and salesmen - and how everyone is, in effect, course is a great way for
connected to every other person on the planet by no more you to connect and share,
than six degrees of separation. In doing this we wanted you and to offer support to
to start thinking not just about the skills and contacts that others either through
you have, but the ways in which the people you know can encouragement or by
help you. Again, we’ll return to this idea later in the course. swapping advice based
Even though the module is called “All about me”, it’s really on your own experience.
important that you don’t think of yourself as isolated - you Sharing what you have
are part of a very large network! learned, and providing
4
encouragement are really
CONVINCING OTHERS: We introduced the concept of important, but more
rhetoric and in particular three important ingredients: important perhaps is the
logos, pathos and ethos. We asked you to think especially ability to ask for support
about ethos, or the credibility you bring to your project. and encouragement.
Helping others believe in you is an important part of getting Sharing your story, as you
them to support you practically, financially or even just have done on this module,
through moral support. It’s also a good way of answering is a useful way of opening
critics. yourself up to others.
5 ASSIGNMENT: To end the module we asked you to bring

everything together and edit it in to an engaging “about
me” page or a presentation and a hopefully a self-
reflection. You can continue to work on this as the course
continues (and beyond).
We hope you enjoyed this first module and have found it useful
in exploring who you are and why you’re undertaking the project
that resulted in your nomination for the Queen’s Young Leaders
programme.
Thank you for your time…and good luck with Module 2!
GET IN TOUCH
Remember to send an email with your thoughts about the
module – as long or short as you like.
We love to hear from you about content, delivery, your tutors
and challenges etc.

MODULE 1
APPENDICES

MODULE 1: APPENDIX 1 42
APPENDIX 1
TED TALK: HOW GREAT
LEADERS INSPIRE ACTION
VIDEO
Simon Sinek
AVAILABLE
The following is a transcript of the TED Talk given by Simon Sinek...
How do you explain when things don’t go as we assume? Or better, how

do you explain when others are able to achieve things that seem to defy
all of the assumptions? For example:
Why is Apple so innovative? Year after year, after year, after year,
they’re more innovative than all their competition. And yet, they’re
just a computer company. They’re just like everyone else. They have
the same access to the same talent, the same agencies, the same
consultants, and the same media. Then why is it that they seem to
have something different?
Why is it that Martin Luther King led the Civil Rights Movement? He
wasn’t the only man who suffered in a pre-civil rights America, and
he certainly wasn’t the only great orator of the day. Why him?
And why is it that the Wright brothers were able to figure out
controlled, powered man flight when there were certainly other
teams who were better qualified, better funded ... and they didn’t
achieve powered man flight, and the Wright brothers beat them to it.
There’s something else at play here. About three and a half years ago I
made a discovery. And this discovery profoundly changed my view on
how I thought the world worked, and it even profoundly changed the
way in which I operate in it. As it turns out, there’s a pattern. As it turns
out, all the great and inspiring leaders and organizations in the world --
whether it’s Apple or Martin Luther King or the Wright brothers -- they all
think, act and communicate the exact same way. And it’s the complete
opposite to everyone else. All I did was codify it, and it’s probably the
world’s simplest idea. I call it the Golden Circle. Why? How? What?
This little idea explains why some organizations and some leaders are
able to inspire where others aren’t. Let me define the terms really quickly.
Every single person, every single organization on the planet knows
what they do, 100 per cent. Some know how they do it, whether you
call it your differentiated value proposition or your proprietary process
or your USP. But very, very few people or organizations know why they
do what they do. And by “why” I don’t mean “to make a profit.” That’s a
result. It’s always a result. By “why,” I mean: What’s your purpose? What’s
your cause? What’s your belief? Why does your organization exist? Why
do you get out of bed in the morning? And why should anyone care?
Well, as a result, the way we think, the way we act, and the way we
communicate is from the outside in. It’s obvious. We go from the clearest
thing to the fuzziest thing. But the inspired leaders and the inspired
organizations -- regardless of their size, regardless of their industry -- all
think, act and communicate from the inside out.

Let me give you an example. I use Apple because they’re easy to

understand and everybody gets it. If Apple were like everyone else, a
marketing message from them might sound like this: “We make great
computers. They’re beautifully designed, simple to use and user friendly.
Want to buy one?” “Meh.” And that’s how most of us communicate.
That’s how most marketing is done, that’s how most sales is done and
that’s how most of us communicate interpersonally. We say what we
do, we say how we’re different or how we’re better and we expect some
sort of a behaviour, a purchase, a vote, something like that. Here’s our
new law firm: We have the best lawyers with the biggest clients, we
always perform for our clients who do business with us. Here’s our new
car: It gets great gas mileage, it has leather seats, buy our car. But it’s
uninspiring.! Here’s how Apple actually communicates.
“Everything we do, we believe in challenging the status quo. We
believe in thinking differently. The way we challenge the status quo is
by making our products beautifully designed, simple to use and user
friendly. We just happen to make great computers. Want to buy one?”
Totally different, right? You’re ready to buy a computer from me. All I
did was reverse the order of the information. What it proves to us is that
people don’t buy what you do; people buy why you do it. People don’t
buy what you do; they buy why you do it.
This explains why every single person in this room is perfectly
comfortable buying a computer from Apple. But we’re also perfectly
comfortable buying an MP3 player from Apple, or a phone from Apple,
or a DVR from Apple. But, as I said before, Apple’s just a computer
company. There’s nothing that distinguishes them structurally from any
of their competitors. Their competitors are all equally qualified to make
all of these products. In fact, they tried. A few years ago, Gateway came
out with flat screen TVs. They’re eminently qualified to make flat screen
TVs. They’ve been making flat screen monitors for years. Nobody bought
one. Dell came out with MP3 players and PDAs, and they make great
quality products, and they can make perfectly well-designed products
-- and nobody bought one. In fact, talking about it now, we can’t even
imagine buying an MP3 player from Dell. Why would you buy an MP3
player from a computer company? But we do it every day. People don’t
buy what you do; they buy why you do it. The goal is not to do business
with everybody who needs what you have.
The goal is to do business with people who believe what you believe.
Here’s the best part: None of what I’m telling you is my opinion. It’s
all grounded in the tenets of biology. Not psychology, biology. If you
look at a cross-section of the human brain, looking from the top down,
what you see is the human brain is actually broken into three major
components that correlate perfectly with the Golden Circle. Our newest
brain, our homo sapien brain, our neocortex, corresponds with the
“what” level. The neocortex is responsible for all of our rational and
analytical thought and language. The middle two sections make up our
limbic brains, and our limbic brains are responsible for all of our feelings,
like trust and loyalty. It’s also responsible for all human behavior, all
decision-making, and it has no capacity for language. In other words,
when we communicate from the outside in, yes, people can understand
vast amounts of complicated information like features and benefits
and facts and figures. It just doesn’t drive behavior. When we can
communicate from the inside out, we’re talking directly to the part of the
brain that controls behavior, and then we allow people to rationalize it
with the tangible things we say and do. This is where gut decisions come
from. You know, sometimes you can give somebody all the facts and
figures, and they say, “I know what all the facts and details say, but it just

doesn’t feel right.” Why would we use that verb, it doesn’t “feel” right?
Because the part of the brain that controls decision-making doesn’t
control language. And the best we can muster up is, “I don’t know. It just
doesn’t feel right.” Or sometimes you say you’re leading with your heart,
or you’re leading with your soul. Well, I hate to break it to you, those
aren’t other body parts controlling your behavior. It’s all happening here
in your limbic brain, the part of the brain that controls decision-making
and not language.
But if you don’t know why you do what you do, and people respond
to why you do what you do, then how will you ever get people to vote
for you, or buy something from you, or, more importantly, be loyal and
want to be a part of what it is that you do. Again, the goal is not just to
sell to people who need what you have; the goal is to sell to people who
believe what you believe. The goal is not just to hire people who need
a job; it’s to hire people who believe what you believe. I always say that,
you know, if you hire people just because they can do a job, they’ll work
for your money, but if you hire people who believe what you believe,
they’ll work for you with blood and sweat and tears.
And nowhere else is there a better example of this than with the Wright
brothers. Most people don’t know about Samuel Pierpont Langley.
Back in the early 20th Century, the pursuit of powered man flight
was like the dot com of the day. Everybody was trying it. And Samuel
Pierpont Langley had, what we assume, to be the recipe for success.
I mean, even now, you ask people, “Why did your product or why
did your company fail?” and people always give you the same
permutation of the same three things: under-capitalized, the wrong
people, bad market conditions. It’s always the same three things, so
let’s explore that.
Samuel Pierpont Langley was given $50,000 by the US War
Department to figure out this flying machine. Money was no
problem. He held a seat at Harvard and worked at the Smithsonian
and was extremely well-connected. He knew all the big minds of
the day. He hired the best minds money could find, and the market
conditions were fantastic. The New York Times followed him around
everywhere, and everyone was rooting for Langley. Then how come
we’ve never heard of Samuel Pierpont Langley?
A few hundred miles away in Dayton Ohio, Orville and Wilbur Wright,
they had none of what we consider to be the recipe for success.
They had no money; they paid for their dream with the proceeds
from their bicycle shop; not a single person on the Wright brothers’
team had a college education, not even Orville or Wilbur; and The
New York Times followed them around nowhere. The difference was,
Orville and Wilbur were driven by a cause, by a purpose, by a belief.
They believed that if they could figure out this flying machine, it’ll
change the course of the world.
Samuel Pierpont Langley was different. He wanted to be rich, and
he wanted to be famous. He was in pursuit of the result. He was in
pursuit of the riches. And lo and behold, look what happened. The
people who believed in the Wright brothers’ dream worked with
them with blood and sweat and tears. The others just worked for the
paycheck. And they tell stories of how every time the Wright brothers
went out, they would have to take five sets of parts, because that’s
how many times they would crash before they came in for supper.
And, eventually, on December 17th, 1903, the Wright brothers took
flight, and no one was there to even experience it. We found out
about it a few days later.

And further proof that Langley was motivated by the wrong thing:
The day the Wright brothers took flight, he quit. He could have said,
“That’s an amazing discovery, guys, and I will improve upon your
technology,” but he didn’t. He wasn’t first, he didn’t get rich, he didn’t
get famous so he quit.
People don’t buy what you do; they buy why you do it. And if you talk
about what you believe, you will attract those who believe what you
believe. But why is it important to attract those who believe what you
believe? Something called the Law of Diffusion of Innovation, and if you
don’t know the law, you definitely know the terminology. The first 2.5
percent of our population are our innovators. The next 13.5 percent of
our population are our early adopters. The next 34 percent are your early
majority, your late majority and your laggards. The only reason these
people buy touch-tone phones is because you can’t buy rotary phones
anymore. We all sit at various places at various times on this scale, but
what the Law of Diffusion of Innovation tells us is that if you want mass-
market success or mass-market acceptance of an idea, you cannot have
it until you achieve this tipping point between 15 and 18 percent market
penetration, and then the system tips. And I love asking businesses,
“What’s your conversion on new business?” And they love to tell you,
“Oh, it’s about 10 percent,” proudly. Well, you can trip over 10 percent of
the customers. We all have about 10 percent who just “get it.” That’s how
we describe them, right? That’s like that gut feeling, “Oh, they just get it.”
The problem is: How do you find the ones that get it before you’re doing
business with them versus the ones who don’t get it? So it’s this here,
this little gap that you have to close, as Jeffrey Moore calls it, “Crossing
the Chasm” -- because, you see, the early majority will not try something
until someone else has tried it first. And these guys, the innovators and
the early adopters, they’re comfortable making those gut decisions.
They’re more comfortable making those intuitive decisions that are
driven by what they believe about the world and not just what product
is available. These are the people who stood in line for six hours to buy
an iPhone when they first came out, when you could have just walked
into the store the next week and bought one off the shelf. These are
the people who spent $40,000 on flat screen TVs when they first came
out, even though the technology was substandard. And, by the way,
they didn’t do it because the technology was so great; they did it for
themselves. It’s because they wanted to be first.
People don’t buy what you do; they buy why you do it and what you do
simply proves what you believe. In fact, people will do the things that
prove what they believe. The reason that person bought the iPhone in
the first six hours, stood in line for six hours, was because of what they
believed about the world, and how they wanted everybody to see them:
They were first. People don’t buy what you do; they buy why you do it.
So let me give you a famous example, a famous failure and a famous
success of the Law of Diffusion of Innovation.
First, the famous failure. It’s a commercial example. As we said before,
a second ago, the recipe for success is money and the right people and
the right market conditions, right? You should have success then.
Look at TiVo. From the time TiVo came out about eight or nine years
ago to this current day, they are the single highest-quality product
on the market, hands down, there is no dispute. They were extremely
well-funded. Market conditions were fantastic. I mean, we use TiVo
as verb. I TiVo stuff on my piece of junk Time Warner DVR all the
time. But TiVo’s a commercial failure. They’ve never made money.
And when they went IPO, their stock was at about $30 or $40, and

then plummeted, and it’s never traded above $10. In fact, I don’t think
it’s even traded above $6, except for a couple of little spikes. Because
you see, when TiVo launched their product they told us all what
they had. They said, “We have a product that pauses live TV, skips
commercials, rewinds live TV and memorizes your viewing habits
without you even asking.” And the cynical majority said, “We don’t
believe you. We don’t need it. We don’t like it. You’re scaring us.”
What if they had said, “If you’re the kind of person who likes to have
total control over every aspect of your life, boy, do we have a product
for you. It pauses live TV, skips commercials, memorizes your viewing
habits, etc., etc.” People don’t buy what you do; they buy why you do
it, and what you do simply serves as the proof of what you believe.
Now let me give you a successful example of the Law of Diffusion of
Innovation.
In the summer of 1963, 250,000 people showed up on the mall in
Washington to hear Dr. King speak. They sent out no invitations, and
there was no website to check the date. How do you do that? Well, Dr.
King wasn’t the only man in America who was a great orator. He wasn’t
the only man in America who suffered in a pre-civil rights America. In
fact, some of his ideas were bad. But he had a gift. He didn’t go around
telling people what needed to change in America. He went around and
told people what he believed. “I believe, I believe, I believe,” he told
people. And people who believed what he believed took his cause, and
they made it their own, and they told people. And some of those people
created structures to get the word out to even more people. And lo and
behold, 250,000 people showed up on the right day at the right time
to hear him speak. How many of them showed up for him? Zero. They
showed up for themselves. It’s what they believed about America that got
them to travel in a bus for eight hours to stand in the sun in Washington
in the middle of August. It’s what they believed, and it wasn’t about black
versus white: 25 percent of the audience was white. Dr. King believed
that there are two types of laws in this world: those that are made by a
higher authority and those that are made by man. And not until all the
laws that are made by man are consistent with the laws that are made
by the higher authority will we live in a just world. It just so happened FURTHER
that the Civil Rights Movement was the perfect thing to help him bring READING
his cause to life. We followed, not for him, but for ourselves. And, by the
way, he gave the “I have a dream” speech, not the “I have a plan” speech. This is a transcript of a TED
Listen to politicians now, with their comprehensive 12-point plans. Talk given by Simon Sinek.
They’re not inspiring anybody. Because they’re are leaders and there are “How Great Leaders Inspire
those who lead. Leaders hold a position of power or authority, but those Action” is the 3rd most
who lead inspire us. Whether they’re individuals or organizations, we viewed video on ted.com.
follow those who lead, not because we have to, but because we want to.
We follow those who lead, not for them, but for ourselves. And it’s those In 2009, he wrote a book
who start with “why” that have the ability to inspire those around them or on the same subject, Start
find others who inspire them. With Why: How Great
Leaders Inspire Everyone to
Thank you very much. Take Action (2009).

APPENDIX 2
LABOURS OF LOVE
by Richard Sennett
It takes 10,000 hours of practice to become a skilled
carpenter or musician – but what makes a true master?
Richard Sennett on the craftsman in us all...
The word “craftsman” summons an immediate image. Peering through

a window into a carpenter’s shop, you see an elderly man surrounded
by his apprentices and his tools. Order reigns within: parts of chairs are
clamped neatly together, the smell of wood shavings fills the room, the
carpenter bends over his bench to make a fine incision for marquetry.
The shop is menaced by a furniture factory down the road.
The craftsman might also be glimpsed at a nearby laboratory. There, a
young lab technician is frowning at a table on which six dead rabbits are
splayed on their backs, their bellies slit open. She is frowning because
something has gone wrong with the injection she has given them;
she is trying to figure out if she did the procedure wrong, or if there is
something wrong with the procedure.
A third craftsman might be heard in the town’s concert hall. There, an
orchestra is rehearsing with a visiting conductor; he works obsessively
with the string section, going over and over a passage to make the
musicians draw their bows at exactly the same speed across the strings.
The string players are tired, but also exhilarated because their sound is
becoming coherent. The orchestra’s manager is worried: if the visiting
conductor keeps on, the rehearsal will move into overtime, costing
management extra wages. The conductor is oblivious.
The carpenter, lab technician, and conductor are all craftsmen because
they are dedicated to good work for its own sake. Theirs is practical
activity, but their labour is not simply a means to another end. The
carpenter might sell more furniture if he worked faster; the technician
might make do by passing the problem back to her boss; the visiting
conductor might be more likely to be rehired if he watched the clock. It’s
certainly possible to get by in life without dedication, but the craftsman
exemplifies the special human condition of being engaged.
In today’s labour market, doing good work is no guarantee of good
fortune. In work, as in politics, sharks and incompetents have no trouble
succeeding. Most men and women today spend the largest chunk of
their waking hours in getting to work, working, and socialising with
people they know at work. The desire to do a good job is one way
to make these hours matter. Competence and engagement - the
craftsman’s ethos - appear to be the most solid source of adult self-
respect, according to many studies conducted in Britain and the US.
All craftsmanship is founded on skill developed to a high degree. By
one commonly used measure, about 10,000 hours of experience are

required to produce a master carpenter or musician. As skill progresses,

it becomes more problem-attuned, such as the lab technician worrying
about procedure - whereas people with primitive levels of skill struggle
just to get things to work. At its higher reaches, technique is no longer
a mechanical activity; people can feel fully and think deeply about what
they are doing, once they do it well.
Two centuries ago, Immanuel Kant casually remarked: “The hand is the
window on to the mind.” Modern science has sought to make good
on this observation. Of all our limbs, the hands make the most varied
movements, movements that can be controlled at will. Science has
sought to show how these motions, plus the hand’s different ways of
gripping and the sense of touch, affect the ways we think.
When learning to play a string instrument, for instance, young children
do not know at first where to place their fingers on the fingerboard
to produce an accurate pitch. The Suzuki method, named after the
Japanese music educator Suzuki Shin’ichi, solves this problem instantly
by taping thin plastic strips on to the fingerboard. The child violinist
places a finger on a strip to sound a note perfectly in tune. This method
emphasises beauty of tone - what Suzuki called “tonalisation” - from the
start, without focusing on the complexities of producing a beautiful tone.
The hand motion is determined by a fixed destination for the fingertip.
This user-friendly method inspires instant confidence. By the fourth
lesson, a child can master the nursery tune “Twinkle, Twinkle, Little Star”.
And the Suzuki method breeds a sociable confidence; an entire orchestra
of seven-year-olds can belt out “Twinkle, Twinkle, Little Star” because
the hand of each knows exactly what to do. These happy certainties are
eroded, however, the moment the strips are removed.
Habit of this mechanical sort fails for a physical reason. The Suzuki
method stretches small hands laterally at the knuckle ridge, but does
not sensitise the fingertip that presses down on the string. Because the
fingertip doesn’t know the fingerboard, sour notes appear as soon as
the tapes come off. An adult analogy to taping would be the “grammar-
check” functions of word-processing programs: these give the button-
pusher no insight into why one grammatical construction is preferable to
others. As in love, so in technique; innocent confidence is weak.
In music, the ear must instead work in concert with the fingertip to
probe. The musician must touch the string in different ways, hear a
variety of effects, then search for the means to repeat and reproduce
the tone he or she wants. It can be an agonising struggle to answer the
questions: “What exactly did I do? How can I do it again?” Instead of the
fingertip acting as a mere servant, this kind of touching moves backwards
from sensation to procedure. The principle here is reasoning backwards
from consequence to cause.
In training young children to play, I’ve observed how much is required
to put this principle of skill into practice. Imagine a boy struggling
to play in tune without the Suzuki tapes. He seems to get one note
exactly right, but then his ear tells him that the next note he plays in
that position sounds sour; feedback from the ear sends the signal that
lateral adjustment is needed between the fingers. Through trial and error,
he may learn how to squeeze them closer, yet still no solution will be
in sight. He may have held his hand at a right angle to the fingerboard.
Perhaps now he should try sloping the palm to one side, up towards
the pegs; this helps. But this new position makes a hash of the lateral
problem he thought he had solved. And on it goes. Every new issue of
playing in tune causes him to rethink solutions arrived at before.

Learning from touch is one way in which musical skill develops - and
the principle of reasoning backwards, from effects to causes, underlies
all good craftsmanship. The method may seem idiosyncratic, subjective.
But the musician has an objective standard to meet: playing in tune.
As a performer, at my fingertips I often experience error - but error I
have learned to recognise. Sometimes, in discussions of education, this
recognition is reduced to the cliché of “learning from one’s mistakes”.
Musical technique shows that the matter is not so simple. I have to
be willing to make errors, to play wrong notes, in order to get them
right eventually. This is the commitment to truthfulness that the young
musician makes by removing the Suzuki tapes.
This musical quest addresses one of the shibboleths in craftsmanship:
the ideal of “fit-for-purpose”. In tools, as in technique, the good
craftsman is supposed to eliminate all procedures that do not serve
a predetermined end. The ideal of fit-for-purpose has dominated
thinking in the industrial era. Diderot’s Encyclopedia in the 18th century
celebrated an ideal paper-making factory at L’Anglée, in which there
was no mess or wasted paper. Today, programmers similarly dream of
systems without “dead ends”. But the ideal of fit-for-purpose can work
against experiment in developing a tool or a skill; it should properly be
seen as an achievement, a result. To arrive at that goal, the craftsman
at work has instead to dwell in waste, following up dead ends. In
technology, as in art, the probing craftsman does more than encounter
problems; he or she creates them in order to know them. Improving
one’s technique is never a routine, mechanical process.
It’s easy to imagine that you have to be a genius in order to become
highly skilled, or at least that exceptional talent rules in the craftsman’s
roost. But I don’t believe this. While not everyone can become a master
musician, it seems to me that skill in any craftwork can be improved;
there is no fixed line between the gifted few and the incompetent mass.
This is because skill is a capacity that we develop, and all of us can draw
on basic human talents to do so.
Three abilities are the foundation of craftsmanship: to localise, to
question and to open up. The first involves making a matter concrete;
the second, reflecting on its qualities; the third, expanding its sense.
The carpenter establishes the peculiar grain of a single piece of wood,
looking for detail; turns the wood over and over, pondering how the
pattern on the surface might reflect the structure hidden underneath;
decides that the grain can be brought out if he or she uses a metal
solvent rather than standard wood varnish. To deploy these capabilities
the brain needs to process visual, aural, tactile and language-symbol
information simultaneously.
The self-respect that people can earn by being good craftsmen does
not come easily. To develop skill requires a good measure of experiment
and questioning; mechanical practice seldom enables people to improve
their skills. Too often we imagine good work itself as success built,
economically and efficiently, upon success. Developing skill is more
arduous and erratic than this.
But most people have it in them to become good craftsmen. They have
the capacities to become better at, and more involved in, what they do
- the abilities to localise, question and open up problems that can result,
eventually, in good work. Even if society does not reward people who
have made this effort as much as it should, in the end, they can achieve a
sense of self-worth - which is reward enough. This article was taken
from The Guardian Books
Review Saturday 2nd
February 2008

APPENDIX 3
TED TALK:
THE ART OF ASKING
VIDEO
Amanda Palmer
AVAILABLE
The following is a transcript of the TED Talk given by Amanda Palmer...
So I didn’t always make my living from music. For about the five years
after graduating from an upstanding liberal arts university, this was my
day job. I was a self-employed living statue called the 8-Foot Bride,
and I love telling people l did this for a job, because everybody always
wants to know, who are these freaks in real life? Hello! I painted myself
white one day, stood on a box, put a hat or a can at my feet, and when
someone came by and dropped in money, I handed them a flower and
some intense eye contact. And if they didn’t take the flower, I threw in a
gesture of sadness and longing as they walked away.
So I had the most profound encounters with people, especially lonely
people who looked like they hadn’t talked to anyone in weeks, and
we would get this beautiful moment of prolonged eye contact being
allowed in a city street, and we would sort of fall in love a little bit. And
my eyes would say, “Thank you. I see you.” And their eyes would say,
“Nobody ever sees me. Thank you.”
And I would get harassed sometimes. People would yell at me from
their passing cars. “Get a job!” And I’d be, like, “This is my job.” But it hurt,
because it made me fear that I was somehow doing something un-
joblike and unfair, shameful. I had no idea how perfect a real education
I was getting for the music business on this box. And for the economists
out there, you may be interested to know I actually made a pretty
predictable income, which was shocking to me given I had no regular
customers, but pretty much $60 on a Tuesday, $90 on a Friday. It was
consistent.
And meanwhile, I was touring locally and playing in nightclubs with my
band, the Dresden Dolls. This was me on piano, a genius drummer. I
wrote the songs, and eventually we started making enough money that
I could quit being a statue, and as we started touring, I really didn’t want
to lose this sense of direct connection with people, because I loved it.
So after all of our shows, we would sign autographs and hug fans and
hang out and talk to people, and we made an art out of asking people to
help us and join us, and I would track down local musicians and artists
and they would set up outside of our shows, and they would pass the
hat, and then they would come in and join us onstage, so we had this
rotating smorgasbord of weird, random circus guests.
And then Twitter came along, and made things even more magic,
because I could ask instantly for anything anywhere. So I would need a
piano to practise on, and an hour later I would be at a fan’s house …This
is in London… People would bring home-cooked food to us all over the
world backstage and feed us and eat with us …This is in Seattle … Fans

who worked in museums and stores and any kind of public space would
wave their hands if I would decide to do a last-minute, spontaneous, free
gig …This is a library in Auckland. On Saturday I tweeted for this crate
and hat, because I did not want to schlep them from the East Coast, and
they showed up care of this dude, Chris from Newport Beach, who says
“hello”. I once tweeted, “where in Melbourne can I buy a neti pot”? And
a nurse from a hospital drove one right at that moment to the cafe I was
in, and I bought her a smoothie and we sat there talking about nursing
and death.
And I love this kind of random closeness, which is lucky, because I do a
lot of couch-surfing: in mansions where everyone in my crew gets their
own room but there’s no wireless; and in punk squats, everyone on the
floor in one room with no toilets but with wireless, clearly making it the
better option.
My crew once pulled our van up to a really poor Miami neighborhood
and we found out that our couch-surfing host for the night was
an 18-year-old girl, still living at home, and her family were all
undocumented immigrants from Honduras. And that night, her whole
family took the couches and she slept together with her mom so that we
could take their beds. And I lay there thinking, these people have so little.
Is this fair? And in the morning, her mom taught us how to try to make
tortillas and wanted to give me a Bible, and she took me aside and she
said to me in her broken English, “Your music has helped my daughter so
much. Thank you for staying here. We’re all so grateful.” And I thought,
this is fair. This is this.
A couple months later, I was in Manhattan, and I tweeted for a crash
pad, and at midnight, I’m ringing a doorbell on the Lower East Side, and
it occurs to me I’ve never actually done this alone. I’ve always been with
my band or my crew. Is this what stupid people do? Is this how stupid
people die? And before I can change my mind, the door busts open.
She’s an artist. He’s a financial blogger for Reuters, and they’re pouring
me a glass of red wine and offering me a bath, and I have had thousands
of nights like that and like that.
So I couch-surf a lot. I also crowd-surf a lot. I maintain couch-surfing
and crowd-surfing are basically the same thing. You’re falling into the
audience and you’re trusting each other. I once asked an opening band
of mine if they wanted to go out into the crowd and pass the hat to get
themselves some extra money, something that I did a lot. And as usual,
the band was psyched, but there was this one guy in the band who told
me he just couldn’t bring himself to go out there. It felt too much like
begging to stand there with the hat. And I recognized his fear of “Is this
fair?” and “Get a job.”
And meanwhile, my band is becoming bigger and bigger. We signed with
a major label. And our music is a cross between punk and cabaret. It’s
not for everybody. Well, maybe it’s for you. We sign, and there’s all this
hype leading up to our next record. And it comes out and it sells about
25,000 copies in the first few weeks, and the label considers this a failure.
And I was like, “25,000, isn’t that a lot?”
They were like, “No, the sales are going down. It’s a failure.” And they
walk off.
Right at this same time, I’m signing and hugging after a gig, and a guy
comes up to me and hands me a $10 bill, and he says, “I’m sorry, I burned
your CD from a friend. But I read your blog, I know you hate your label. I
just want you to have this money.”

And this starts happening all the time. I become the hat after my own
gigs, but I have to physically stand there and take the help from people,
and unlike the guy in the opening band, I’ve actually had a lot of practice
standing there. Thank you.
And this is the moment I decide I’m just going to give away my music
for free online whenever possible, so it’s like Metallica over here,
Napster, bad; Amanda Palmer over here, and I’m going to encourage
torrenting, downloading, sharing, but I’m going to ask for help, because
I saw it work on the street. So I fought my way off my label and for my
next project with my new band, the Grand Theft Orchestra, I turned to
crowd-funding, and I fell into those thousands of connections that I’d
made, and I asked my crowd to catch me. And the goal was $100,000.
My fans backed me at nearly 1.2 million, which was the biggest music
crowd-funding project to date.
And you can see how many people it is. It’s about 25,000 people.
And the media asked, “Amanda, the music business is tanking and you
encourage piracy. How did you make all these people pay for music?”
And the real answer is, I didn’t make them. I asked them. And through
the very act of asking people, I’d connected with them, and when you
connect with them, people want to help you. It’s kind of counterintuitive
for a lot of artists. They don’t want to ask for things. But it’s not easy.
It’s not easy to ask. And a lot of artists have a problem with this. Asking
makes you vulnerable.
And I got a lot of criticism online after my Kickstarter went big for
continuing my crazy crowdsourcing practices, specifically for asking
musicians who are fans if they wanted to join us on stage for a few songs
in exchange for love and tickets and beer, and this was a doctored image
that went up of me on a website. And this hurt in a really familiar way.
And people saying, “You’re not allowed anymore to ask for that kind of
help,” really reminded me of the people in their cars yelling, “Get a job.”
Because they weren’t with us on the sidewalk, and they couldn’t see the
exchange that was happening between me and my crowd, an exchange
that was very fair to us but alien to them.
So this is slightly not safe for work. This is my Kickstarter backer party
in Berlin. At the end of the night, I stripped and let everyone draw on
me. Now let me tell you, if you want to experience the visceral feeling
of trusting strangers, I recommend this, especially if those strangers are
drunk German people. This was a ninja master-level fan connection,
because what I was really saying here was, I trust you this much. Should
I? Show me.
For most of human history, musicians, artists, they’ve been part of the
community, connectors and openers, not untouchable stars. Celebrity
is about a lot of people loving you from a distance, but the Internet and
the content that we’re freely able to share on it are taking us back. It’s
about a few people loving you up close and about those people being
enough. So a lot of people are confused by the idea of no hard sticker
price. They see it as an unpredictable risk, but the things I’ve done, the
Kickstarter, the street, the doorbell, I don’t see these things as risk. I see
them as trust. Now, the online tools to make the exchange as easy and
as instinctive as the street, they’re getting there. But the perfect tools
aren’t going to help us if we can’t face each other and give and receive
fearlessly, but, more important, to ask without shame.
My music career has been spent trying to encounter people on the
Internet the way I could on the box, so blogging and tweeting not just
about my tour dates and my new video but about our work and our art

and our fears and our hangovers, our mistakes, and we see each other.
And I think when we really see each other, we want to help each other.
I think people have been obsessed with the wrong question, which is,
“How do we make people pay for music?” What if we started asking,
“How do we let people pay for music?”
Thank you.

APPENDIX 4
TEDx TALK: WHAT
VOLUNTEERING TAUGHT ME
VIDEO
Hajira Khan
AVAILABLE
The following is a transcript of the TEDx Talk given by Hajira Khan ...
Six years ago I was sitting in my car parked outside a butcher’s shop and I
saw an old woman, probably in her seventies, going through the feathers
of a slaughtered chicken. She took out the intestines and other parts that
we do not eat, put them in a plastic bag, got up slowly and left. That is
when it hit me that she was looking for food to take home and cook for
her family.
I thought about that woman for days and questions like “who did she
cook it for?”, “did she even have basic ingredients like salt?”, “maybe she
cooked it for her grandchildren” kept going through my head. What I had
witnessed made me angry and sad at the same time. Moreover, it made
me realize my greatest fear, which I will share with you after taking you
all through two scenarios.
Scenario 1: you go grocery shopping and when you come back home
you tell your family that you bought everything for 8,000 rupees. Now
your help, whose salary is a mere 9,000 rupees, overhears you and
thinks, “My family of six people spend the entire month on the amount
that they bought the groceries with?”
Scenario 2: you go to buy clothes for yourself and on your way back
home you call your friend in front of your driver and tell her excitedly,
“You should definitely go to ABCD Store. They have an amazing sale.
Everything is so cheap. I just bought a shirt for 12,000 rupees.” Your
driver, who was listening, thinks to himself “I can’t afford to buy my son
a book worth a few hundred rupees and she went and bought a shirt for
12,000 rupees and is calling that cheap”?
What goes on in the minds of the underprivileged when they look at
those from privileged backgrounds is my biggest fear. Hopefully during
this presentation you will feel that fear with me, and the satisfaction that I
get with my way of overcoming it, which is through volunteering.
One of my first projects as a volunteer was with a Cameroonian non-
profit. I worked with them as a grant writer and a fundraiser. They
asked my entire team to raise one hundred dollars each at a time when
inflation was at its peak. It was really difficult for me to raise the money
and eventually in six months I was able to raise two hundred and twenty-
five dollars. With this money they plan on sending ten orphans to school.
Two hundred and twenty-five dollars is a really small amount, but what
it did to the lives of ten orphans is immeasurable. They were able to buy
books, stationery, and most importantly were able to go to a school.
Back in 2010, I worked on an action project with the British Council
during which I taught English language to children from underprivileged

backgrounds. One day in class I asked everyone to tell me what they

wanted to be when they grew up. One of the students raised her hand
and told me that she wanted to join the police force and become an
inspector. This is the 12 year old girl who goes to a public school. Her
father is a milkman on a dairy farm, but her dream is like that of any other
child. I only taught her English for six months and played a really small
and short role in her life, but it makes me very happy that I did.
Currently I’m working on my favourite project by the name of Impossible.
It is an action project which aims to create awareness about Article 25A
of the Pakistani Constitution. This Article states that education is free and
compulsory for every single child in this country. The fun part, which
also happens to be my favourite part, is that if even a single child is out
of school the government can be held responsible. Since I stand for
education, I’m really grateful to be a part of this project.
My journey as a volunteer has been one of great fun, adventure and
development. Along the way I’ve met some great volunteers doing
fantastic work in poverty, like living on £1 for five days to experience
how it is to live below the poverty line, or teaching children from poor
backgrounds before going to work themselves.
Moreover, volunteering has helped me go beyond borders and form
international linkages by meeting amazing young people from all over
the world, engaging in dialogues with them and breaking stereotypes. A
couple of years ago I was working as a volunteer counsellor for a non-
profit and I got to counsel this teenager who was angry and frustrated at
the state of the world, with the wars, poverty and the bad economy. She
reminded me of myself as a teenager who wanted to make the world a
better place but had no idea how to except by arguing about the causes
that were close to me. This of course was not making any positive
difference in the world, and neither was it changing anybody else’s
perspectives.
To feel what I feel about volunteerism, I would like you all to close your
eyes and imagine with me that this hall is the world, and if everyone in
here started volunteering at the grassroots level we’ll be able to create
an unimaginable impact all over the world and my greatest fear will be
conquered once and for all.
Thank you.

APPENDIX 5
TEDx TALK: THE VIOLENCE
IN OUR THINKING
VIDEO
Whitney Iles, UK
AVAILABLE
The following is a transcript of the TEDx Talk given by Whitney Isles ...
Whitney Iles:
Good morning everyone. How’s everyone feeling today?
Audience:
Good.
Whitney Iles:
All right, a little bit more energy than that. I’ve spent all week in prisons.
How’s everyone feeling today?
Audience:
Shouting.
Whitney Iles:
There we go, all right. This is the moment when I get on stage and think,
“Maybe I really should’ve got some slides”, because I feel a little bit of a
weight after that. When Alex came to me and said, “Whitney, what is the
one thing that you really want to speak about? What is the thing that you
really think can change the world?” I immediately thought, “Violence.”
See, I’m passionate about people. Children and young people to be more
specific, but overall, most people, I find really interesting. About nine
years ago, when my generic youth work career took a turn into serious
youth violence, I became so extremely passionate about violence. I
wanted to know why people were violent. How they were violent, and
what that violence means and symbolizes.
I think now it’s safe to say, “I’m verging on a bit obsessive with violence”,
but you’ll get used to it. Three, four years ago I was invited into the
prison system to start working with some of our children, that are locked
basically. I wanted to know what had really led them to this point. How
can a child be in prison? What’s the thinking? What’s the mentality? The
more that I started to hear their stories and sit down and listen, I came
up with my own theory. Violence is everywhere. That sounds a bit mad
at first, and I understand that my thinking can be a bit extreme, but I just
started to see violence just everywhere.
It wasn’t the case of, everything was a physical violence and everyone
was going around hitting people and doing what they do. I was very
much aware that violence was around us, spiritually and psychologically.
It was there in our day to day routines. Actually, all of us are responsible
for violence. Now, when I normally say that everyone’s, “Hey, hey, hey,
not me.” When I first started, so I think about it, I said, “It’s not me. It’s
not what I do.” Then, I started to really collect my thoughts around this. I
thought, “These violent acts are coming from what I would consider, very

unhealthy thinking, and very unhealthy thinking patterns.”

I thought about it for a little bit and I said, “Well, there’s no point of us
always going and looking at how we prevent violence when the violence
has already happened, or trying to stop more violence from occurring.”
I thought, “How can we actually start promoting healthy thinking
patterns?” If the unhealthy thinking is the reason for the violence, then
we need to start looking at how we develop healthy thinking. Now,
healthy thinking to me is very different from positive thinking. I don’t
get up and try to do motivational speaks, and all that kind of stuff. See,
healthy thinking to me is about being authentic in what you’re feeling
at that moment ... And really doing some soul searching for where
the negative feelings come from. Where the negative thoughts or the
negative behaviour patterns are.
My kind of analogy for this is, “Some days I feel like rubbish.” It’s okay,
and when I feel like rubbish, I’m really going to embrace that rubbish
feeling. I’m probably going to get into bed. I’m going to watch a few
movies, the really sad ones, and I’m just going to really just be there,
with my rubbish feeling. We all have those days, yeah? Just embrace the
rubbish feeling. If I felt like rubbish day in day out, day in day out, then
that’s what I would consider a little bit unhealthy. That’s where I’m going
to have to start thinking, “What’s really going on, and how do I get myself
out of these patterns?”
What I also noticed was that, this unhealthy thinking can really creep into
our day to day life, without us even knowing it. If I said to you, “Think
of a time when you thought unhealthy.” No? Okay. My favourite one at
the moment, this is me all day everyday is, “I’m going to go for a run ...
Tomorrow. I’m going to start training again, next week.” See, I know it’s
good for me. I know I should be doing it, but I also know every single
excuse in the books to get myself out of it. If I was to see someone I
didn’t like, getting in an elevator, all of a sudden I’d be the person that’s
most up for the exercise. “I’m just taking the stairs. I’m just exercise.” It’s
all about the context of the situation.
I started thinking, “Where else is this unhealthy thinking patterns seeping
into my life?” I think about the time you last had an argument, or
someone really, really got under your skin. You’re thinking about it. All
right. What if I was to tell you, that these feelings had absolutely nothing
to do with them? That, these feelings can only occur, the anger, that
complete ... I’m trying not to swear on stage. It only comes when people
make you feel upset or angry or down. It comes from a feeling that is
already there inside of you. You have to already have that, for someone
to trigger it and release it in you.
I started really looking at myself, and trying to understand, “What is
really going on underneath the surface?” It was all about empowerment.
“Nothing you can say can bother me anymore. I can walk down the
street. I can walk through six hundred males in the middle of a prison.”
It’s nothing about any of you anymore. It’s about me and how I feel
about myself, and being authentic in my feelings ... And where these
feelings come from, and how I can really use these to better myself, and
move forward.
Now, coming back to the violence ... I work with young people in prison
for very serious offenses. I remember one young man ... I went to see
him on the wings one day, and he was behind his cell door. You have
to think, most of my young men are probably six foot plus. I’m in heels,
normally I’m about five foot two. A cell door is a huge, big piece of metal,
so sometimes I can’t get them out, so I’m going to have to speak to them
through the door. It’s me, big door, big young man on the other side of

the door. He was angry ... And I was like, “What’s wrong?” He was like,
“[inaudible].” That was a good impression right?
He was just angry and I said, “What’s going on? Like, what’s, you know.
Talk to me.” He’s like, “No, no Whit like, they messed up my gym
schedule. I was supposed to with gym, but now I’m here.” I was like,
“All right, but what you’re feeling, explain to me. Talk to me.” He said,
“I’m angry isn’t it?” “Nah, nah, nah, nah, nah, nah.” We’ve been working
together for a long time, so I can challenge him. “Nah, nah, nah, nah,
nah, what are you feeling?” He stopped for a little bit ... And he started
to think, and he said ... “It’s hopelessness, isn’t it?” I said, “Ahh, there we
go. Why? What is that tapping into in there? What’s really going on?
Because we both know, you’re a strong man, and it’s nothing to do with
this person, that’s making you feel like that. I know you’re not gonna give
your power over to someone else like that.”
We started doing a bit more research into it. When I really pushed him,
I mean really, really pushed him, I said, “What is it reminding you of?
What are you thinking about?” He said ... “See my dad, my dad always
used to say he was gonna come and pick me up, and never turn up.” In
that moment, he had identified the feeling, the trigger, that was about to
get him to kick off in the prison. When he was going to kick off, he can
kick off and do some damage. But, because he was able to see that, he
was then able to make a choice and say, “Nah, let me do the work on
me first.” This is what I mean about how powerful it can be, when we
really start to understand ourselves, and understand our healthy thinking
patterns. How we all have to promote a healthy thinking pattern, because
it is our children that watch us.
Then, if we’re looking to change our jobs, and looking to get a
promotion, and there’s opportunities available for us and we just don’t
take them ... What are telling our children? Imagine a world, where
everyone took responsibility for their thinking patterns. For the way that
they feel, and for the way that they react to another person. Imagine a
world where ... Instead of getting angry at someone else, when they’re
yelling at you or doing whatever, you take a step back and go, “[inaudible
00:09:35], I really wonder what they’ve been through, in order to really
feel that bad against me.” Start to look at them with compassion and
understanding.
What would that world be like? Would that world still dislike people and
still hate? Or, would that world look always for the understanding in the
point? Would that world be loving and compassionate? Would that world
still lock up our children in prisons? Those who represent some of our
deepest, darkest secrets. Or, would it strive for the understanding? The
reason behind the behaviour. I want you to think for a minute. Think
about a time when you felt loved. When you felt understood. When you
felt someone took the time to really see you and hear you, and deal with
you compassionately. I want you to think about a world where, that’s the
norm.
Thank you.

APPENDIX 6
TEDx TALK: CHILD SOLDIERS
TO EBOLA FIGHTERS
VIDEO
PJ Cole, Sierra Leone
AVAILABLE
The following is a transcript of the TEDx Talk given by PJ Cole...
Today I’m going to tell you a remarkable story about how a group of
former child soldiers have become community leaders and I revealed in
their nation. Between 1996 and 2002, my parents moved by the place of
child soldiers into [inaudible 00:00:28] invited over 800 young people
into our lives. All that stuff [inaudible 00:00:33] in the circumstances.
All had been through the war. Take for example Prince. At the age of
15 Prince was captured by the rebels. Within 24 hours Prince had been
forced to take a life. A week later, Prince found himself in a fierce battle
where he was trying to escape, but could not, from the rebels. Prince
stayed with the rebels for about 2 years. During that time, by the age of
17, he rose to the rank of commander and had his own battalion that
he was controlling. He had 2 wives in the jungle, but eventually Prince
managed to escape. He escaped and came to free town and was living
rough, pick-pocketing to survive. During this time, Prince was caught as
he was pick-pocketing by the people that he was stealing from and they
all converged to beat him up.
Then, my father Richard Cole came along and managed to negotiate
Prince’s release into his care. He took Prince to the Nehemiah home
where we had many young people all having gone through various
atrocities. Often varying backgrounds, some had been child soldiers,
some had been caught by the rebels, some had been orphaned because
of the conflict. My father had this clear sense that these young people
were not victims. He had a sense that these young people would be the
ones that would rebuild the nation in years to come. He had a vision
for them and that vision he put to practice by loving, caring, and was
committed to them. He modelled the sense of responsibility. Everyone
who came to the Nehemiah home, all the boys were given a chore, a
responsibility. From cleaning in the morning to being responsible for a
younger boy, everyone had a responsibility in the home. It wasn’t just
responsibility in the home in the community but he looked wider again
and demonstrated that to us.
One day, we were living near a displace camp where about 30,000
people who had lost everything in the conflict, lost their houses, were
living. It wasn’t the best place to live. Lives had been disrupted and there
were no schools and other facilities around. Walking through that camp
that day my father came to the compound to the Nehemiah home and
just got a [little 00:03:37] of us and said “Right, we’re going to start a
school next week.” For us, we kind of thought “Well, that’s not possible.
You know, we don’t have classrooms, we don’t have books.” There were
many things that we didn’t have. He felt that there was a need and we
as a community of people could gather together and respond to that

need. He took all the papers that we had. All the vanguards papers and
bought a lot of glue sticks and we started making books. By Monday, we
had a school running. I found myself at the age of 13 teaching a class of
60 young people. That was how we ran, that was how he taught us what
to do and how to be. There was a sense of sharing what we had, sharing
everything.
Biologically, I’m an only child, but I have over 800 brothers and sisters
all around the world. As you can imagine, growing up with that large a
family things can probably get tight. One year we were all about to go to
school and Monday was starting. We were trying to figure out who could
go to school and who couldn’t at that time. It ended up that because of
the formula that he was using, I was one of the young people that had
to sit out that year. We managed to share. I sat back and watched my
brothers and sisters go to school and it wasn’t a problem because we
were all sharing, we were all living in the community together. Today, this
group of former child soldiers with whom I shared my life are standing
shoulder to shoulder with me. Together we’re running 4 schools, a
vocational training centre, a safe home. We’re working with farmers,
we’re running businesses, we’re rebuilding Sierra Leone.
Then Ebola hit. Our friends, our neighbours, and our colleagues
[inaudible 00:06:03]. Our vision for the country was under attack. People
were dying all around us and the rate of transmission of the virus was
very high because there was a lack of knowledge, people did not know
how to protect themselves from the virus. People could not stay indoors
because that needed to be quarantined because they did not have
sufficient food and supplies. The infrastructure was not around to be
able to nip the outbreak in the bud. People were going to the hospitals
and being returned home because they were insufficient beds. The
most harrowing force was when my colleague Prince went and visited
a quarantined family. He and the team just watched a pregnant woman
who had gone to the hospital return home just sit and die in front of
them. Our community was under attack.
Faced with atrocities of this disease, this group of former child soldiers
with whom I share my life began a second fight. Together, we set
up an education program, that has served over 70,000 people in
the community. We began supplying, supporting families that were
quarantined with food and non-food items, helping them stay home so
that we broke the chain of transmission of the virus. We’ve managed to
serve about 11,000 people. People were sick and needed beds and so
armed with a laptop and the internet, I went online and typed in “How
to build an Ebola treatment unit”, downloaded a blueprint from the BBC
website and we started building an Ebola treatment centre. Couple of
months later, we completed it and help with that came through mid-air
and other agencies. We built a 20 bed Ebola treatment unit which treated
over 200 people during the outbreak. We became part of the national
Ebola response centre, helping the government look at the strategy on
how to respond to the virus.
What transformed this group of child soldiers? It was people like my
father who chose to invest in them. It was people like my father who
chose to love, care, and invite them into his life. We all have that choice
today, to invest in our community, to invest in young people. For us
at Lifeline presently, we’re still pushing to get to 0 with Ebola, to rid
our country of Ebola. We also focused on rebuilding the nation. We’re
committed to socioeconomic development of the country. When I
talked about schools that were running farms, it’s not just providing the
services but also looking at how can we, as a people, as a community,
contribute to the wider growth of our society? We’re trying innovative

programs like the phonics program, piloting it about amongst 6 schools

to help the literacy in the country. Our country, about 66% of our people,
are farmers, but we’re going hungry. We’re working with farmers, looking
at strategies how we can improve quality and quantity of the yields.
We’re investing in young people.
Then, Ebola has left a lot of devastation in its wake. One of the most
difficult ones is to do with orphans. Over 15,000 young people have
been orphaned by the virus. There’s a picture of Mohamed who is about
10 years old. Mohamed and his whole family of 5 became sick with the
Ebola virus. They were all taken to an Ebola treatment unit. He lost his
mother, his father, his brother, and his sister. He was the only survivor in
his family. After recovering, Mohamed was brought back home, came
back to this one room, a shack where he was living. His neighbours
would not allow him to come back, pushed him out. Ostracized by
the community, Mohamed was just on his own. What happened when
my team of former child soldiers got wind of this and we started
talking about this? One of the things that stuck out to me in the whole
conversation was one of the guys said “But we have to respond, because
someone did this for us.” Lo and behold, we started extending the
building physically to take in more young people, expanding our capacity
to do so. If you see the 2 different pictures. That was Mohamed when we
first met him, and look at Mohamed smiling, he dances a lot right now.
All this started because someone chose not to sit under the side-lines.
What we carry now, that vision to rebuild that country, that vision
to invest in young people, stems from someone standing up in their
community and deciding to invest.
Thank you.

APPENDIX 7
REFLECTION TOOL
ISSUES &
CHALLENGES
What bothers
me is...
mo
t n
re c
rge
MY MY APPROACH
dive
om
ACCOUNTABILITIES WHEN STARTING

mit
I feel accountable SOMETHING NEW

ed
to... Because... I usually...

less
t
gen
com
ver
mit
bro
con
ad ny
ma
ed
nar
row few
MY VISIONS MY CAPACITIES
& VALUES
MY INTENT & RESOURCES
The future I want is... I want to achieve... I can easily...
Because... Because... I can’t easily...
ual few
ivid
ind
tive ma
lec ny
col
s
few
iou
anx
MY BELIEFS I HAVE STRONG

ABOUT CHANGE TIES WITH...
Change happens People, places &
ma
because organisations
ited
ny
exc
I HAVE
WEAK TIES WITH
People, places and
organisations

WHO’S WHO 63
WHO’S WHO
TUTORS
Jonathan Baldwin is a tutor on the Leading Change course for

Queen’s Young Leaders. Currently the Associate Head of the School
of Art and Design at the University of South Wales, Jonathan was
formerly the Director of Teaching and Learning at the Institute of
Continuing Education, University of Cambridge.
Jonathan Baldwin
He is a former graphic designer and lecturer in design, as well as a
Fellow of the Royal Society of Arts. He co-authored the book Visual
Communication: From Theory to Practice.
Jonathan Baldwin @jbaldwin
Frances Brown is the Director of Leading Change and The Queen’s

Young Leaders mentoring programme based at the Institute of
Continuing Education, University of Cambridge.
Past business owner, start-up supporter and enterprise educator,
she is currently completing her PhD in Higher Education Enterprise
Development and Creative Enterprise Education.
Frances Brown @fbrownwork
Frances Brown
ALUMNI
QUOTES
With thanks to Nushelle de Silva’s eagle eyed proofing and the insightful If you loved reading the
feedback from Emily Milton Smith, Elisha Bano and Alicia Wallace. alumni quotes, check out
the full unedited list in
Design by gslowrydesign.co.uk the Dropbox.

IMAGE CREDITS 64
IMAGE CREDITS
Cover: AdobeStock
Page 7: Kavindya Thennakoon, Sri Lanka
Page 8: Preview of Simon Sinek TED Talk – “How Great Leaders Inspire Action.”
Page 9: Simon Sinek Comic by Philip Schneider
Page 10: Patrice Maduri, South Africa
Page 11: AdobeStock
Page 12: “The Tipping Point” by Malcolm Gladwell
Page 11: AdobeStock
Page 18: Book cover of “The Art of Asking” by Amanda Palmer
Page 19: Georgie Lowry
Page 19: The 7 Habits of Highly Effective People
Page 21: Giving a presentation to the public on eye health. Erna Rasmussen-Takazawa, Samoa
Page 22: Huffington Post
Page 23: Barack Obama / Biography.com
Page 23: Beethoven & Mozart / Wikipedia
Page 23: Usain Bolt / The Independant
Page 23: Emma Watson / Flickr
Page 23: Book cover of “The Craftsman” by Richard Sennett
Page 24: AdobeStock
Page 27: Speaking at Women Deliver, UN high level side vent on “YouthVoices Have the Final Say: Designing the Partner-
ship of the Future by Walking Together for Women and Children” organized by Johnson and Johnson and Save
the Children. Joannes Paulus, Cameroon.
Page 28: Photo credit: Sharing his thoughts during the Youth Entrepreneurship Forum, ESRF Meeting in Tanzania. Shadrack
John Msuya, Tanzania.
Page 29: Aristotle / Twitter
Page 29: Portland Hospital
Page 30: Brighton Kuoma moderating a simulation during the J7 Youth Presidency Summit at the German Chancellery
Page 30: Preview image Amanda Palmer Ted Talk “The Art of Asking”
Page 31: Preview image Hajira Khan TEDx Talk “What Volunteering Taught Me”
Page 31: Whitney Iles TEDx Talk “The Violence in our Thinking”
Page 31: PJ Cole TEDx talk “Child Soldiers to Ebola Fighters”
Page 32: Nancy Poyle, Papua New Guinea.
Page 32: Biblio Archives / Flickr
Page 32: Bill Selak / Flickr
Page 32: Daniel / Flick
Page 33: Ian Farrell / Flick
Page 33: Book cover for “Resonate” by Nancy Duarte
Page 33: Book cover for “Talk Like TED” by Carmine Gallo
Page 33: Book cover for “The Mind Map Book” by Tony Buzan
Page 35: AdobeStock
Page 36: PJ Cole at One Young World

IMAGE CREDITS 65
Page 37: Self Reflection Tool, from “the Service Innovation Handbook” by Lucy Kimbell
Page 38: Book cover for “The Service Innovation Handbook” by Lucy Kimbell
Page 42: From www.startwithwhy.com
Page 46: From www.startwithwhy.com
Page 47: Richard Sennett / Wikipedia
Page 50: Preview image Amanda Palmer Ted Talk “The Art of Asking”
Page 54: Preview image Hajira Khan TEDx Talk “What Volunteering Taught Me”
Page 56: Whitney Iles TEDx Talk “The Violence in our Thinking”
Page 59: PJ Cole TEDx talk “Child Soldiers to Ebola Fighters”

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MODULE 1

Leading Change has been created by The Institute of Continuing

This work is licensed under the Creative Commons Attribution-

Leading Change Module 1: All About Me

WEEK 1: BEFORE WE BEGIN 6

WEEK 3: CONVINCING OTHERS TO FOLLOW YOU 26

MODULE 1 FINAL ASSIGNMENT 34

Leading Change Module 1: All About Me

Leading Change Module 1: All About Me

What made you How do they

Throughout this and the modules to follow we may OVERVIEW

ICONS WEEK Convincing others

Activity Video Questions FINAL ASSIGNMENT

Leading Change Module 1: All About Me

Why Are You Here? 8

Leading Change Module 1: All About Me

What being a Leader means to me...

Leading Change Module 1: All About Me

WHAT DO YOU NEED TO COMMUNICATE?

But is that the right emphasis? 1 What is the order of

Leading Change Module 1: All About Me

START WITH WHY

Leading Change Module 1: All About Me

What you’ll be producing

A note about privacy ACTIVITY

Leading Change Module 1: All About Me

HOW IDEAS SPREAD

THE LAW OF THE FEW

Leading Change Module 1: All About Me

• He also gave the test to a group of health educators and

Respondents in their Respondents in their

Leading Change Module 1: All About Me

Leading Change Module 1: All About Me

THE STICKINESS FACTOR

He gives an example of a college in the USA that tried to persuade

How Connectors, Mavens & Salespeople work together

Leading Change Module 1: All About Me

Which one are you?

1 You hear about a conflict, disaster or virus that is causing

2 You have a deadline looking for an assignment in school

3 Someone asks you to lead a local project to convert a

4 You have just bought a new mobile phone. Do you:

Leading Change Module 1: All About Me

SIX DEGREES OF SEPARATION EXAMPLE

How many people does it take to get the Catholic priest

Leading Change Module 1: All About Me

The Magic Number

Why It’s Important

Leading Change Module 1: All About Me

TAKE THE DONUTS

Leading Change Module 1: All About Me

What were/are they like?

How did they affect you?

Did you influence them in turn?

1. Draw a circle with you in the centre.

Leading Change Module 1: All About Me

What Makes Us? 22